@misc{oecd_data-driven_nodate, title = {Data-driven innovation for growth and well-being}, url = {https://www.oecd.org/sti/ieconomy/data-driven-innovation.htm}, abstract = {Data and research on e-commerce including measuring the information economy, internet economy outlook, open internet, openness, key ICT indicators, digital economy policy papers., Greater access and use of data creates a wide array of policy issues, such as privacy and consumer protection, open data access, skills and employment, and measurement to name a few. The OECD is undertaking extensive analysis on the role of data in promoting innovation, growth and well-being.}, urldate = {2022-06-14}, author = {OECD}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LTG6EL5I 2405685:SZGET5L7}, } @misc{oecd_data_nodate, title = {Data {Governance}, {Privacy} and {Digital} {Security}}, url = {https://www.oecd.org/digital/ieconomy/information-security-and-privacy.htm}, abstract = {Data and research on e-commerce including measuring the information economy, internet economy outlook, open internet, openness, key ICT indicators, digital economy policy papers., The global and interconnected digital environment offers a wide range of social and economic benefits and generates enormous potential by fostering innovation, productivity and new sources of growth. Data governance, privacy and digital security are key issues at the heart of OECD work on trust in the digital economy.}, urldate = {2022-06-15}, author = {OECD}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U8JZGWFT 2405685:WLPNCHYF}, } @techreport{oecd_teachers_2005, title = {Teachers matter: attracting, developing and retaining effective teachers}, shorttitle = {Teachers matter}, url = {https://www.oecd.org/education/school/34990905.pdf}, language = {en}, urldate = {2020-05-06}, institution = {OECD Publishing}, author = {{OECD}}, month = jun, year = {2005}, doi = {10.1787/9789264018044-en}, note = {Full report URL: https://www.oecd-ilibrary.org/education/teachers-matter-attracting-developing-and-retaining-effective-teachers\_9789264018044-en KerkoCite.ItemAlsoKnownAs: 10.1787/9789264018044-en 2339240:FTEGGPA6 2339240:TU4GDZTW 2405685:DD6X5JJQ}, } @techreport{oecd_new_2007, address = {Paris, France}, title = {The new millennium learners: {Emerging} issues from the first expert meeting}, url = {https://www.oecd.org/education/ceri/38444174.pdf}, institution = {Organisation for Economic Cooperation and Development (OECD)}, author = {OECD}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R9C4NL8M 2405685:HZ6N3ZN3}, } @book{oecd_creating_2009, address = {Paris}, title = {Creating effective teaching and learning environments: first results from {TALIS}}, isbn = {978-92-64-05605-3}, shorttitle = {Creating effective teaching and learning environments}, language = {en}, publisher = {OECD}, editor = {OECD}, year = {2009}, note = {OCLC: 845567686 KerkoCite.ItemAlsoKnownAs: 2405685:9N4IMAQN}, keywords = {C:OECD countries}, } @techreport{oecd_are_2010, title = {Are the new millennium learners making the grade? {Technology} use and educational performance in {PISA} 2006}, shorttitle = {Are the {New} {Millennium} {Learners} {Making} the {Grade}?}, url = {https://www.oecd-ilibrary.org/education/are-the-new-millennium-learners-making-the-grade_9789264076044-en}, abstract = {OECD's dissemination platform for all published content - books, serials and statistics}, language = {en}, urldate = {2020-12-08}, institution = {OECD}, author = {OECD}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7LPHP87J 2405685:ZK4PRGRH}, } @techreport{oecd_pisa_2015, title = {Pisa for {Development}: {Capacity} needs analysis: {Tanzania}}, url = {http://www.oecd.org/pisa/aboutpisa/NEW_Tanzania%20CNA%20reportFINAL2.pdf}, language = {EN}, urldate = {2020-11-19}, institution = {OECD; World Bank}, author = {{OECD}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QZHGJQJ7 2405685:VHFALL7R}, pages = {72}, } @book{oecd_students_2015, title = {Students, {Computers} and {Learning}: {Making} the {Connection}}, url = {https://www.oecd-ilibrary.org/education/students-computers-and-learning_9789264239555-en}, abstract = {Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.}, language = {en}, publisher = {OECD Publishing}, author = {OECD}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GJFNXQDL 2405685:PW38U9JQ}, } @book{oecd_innovating_2016, address = {Paris}, series = {Educational {Research} and {Innovation}}, title = {Innovating education and educating for innovation: the power of digital technologies and skills}, isbn = {978-92-64-26508-0}, shorttitle = {Innovating education and educating for innovation}, url = {http://www.oecd.org/education/ceri/GEIS2016-Background-document.pdf}, abstract = {OECD Innovation Strategy calls upon all sectors in the economy and society to innovate in order to foster productivity, growth and well-being. Education systems are critically important for innovation through the development of skills that nurture new ideas and technologies. However, whereas digital technologies are profoundly changing the way we work, communicate and enjoy ourselves, the world of education and learning is not yet going through the same technology-driven innovation process as other sectors. This report served as the background report to the second Global Education Industry Summit which was held on 26-27 September 2016. It€discusses the available evidence on innovation in education, the impact of digital technologies on teaching and learning, the role of digital skills and the role of educational industries in the process of innovation. The report argues for smarter policies, involving all stakeholders, for innovation in education}, language = {en}, publisher = {OECD Publishing}, author = {OECD}, year = {2016}, note = {OCLC: ocn962008654 KerkoCite.ItemAlsoKnownAs: 2339240:MUZ4UCRL 2339240:PPRIS9CK 2405685:NPVDYFNJ 2405685:QG76K2FC}, keywords = {Educational innovations}, } @techreport{oecd_teaching_2016, type = {{OECD} {Education} {Working} {Papers}}, title = {Teaching {Strategies} for {Instructional} {Quality}: {Insights} from the {TALIS}-{PISA} {Link} {Data}}, shorttitle = {Teaching {Strategies} for {Instructional} {Quality}}, url = {https://www.oecd-ilibrary.org/education/teaching-strategies-for-instructional-quality_5jln1hlsr0lr-en}, language = {en}, number = {148}, urldate = {2022-06-06}, author = {OECD}, month = nov, year = {2016}, doi = {10.1787/5jln1hlsr0lr-en}, note = {Series: OECD Education Working Papers Volume: 148 KerkoCite.ItemAlsoKnownAs: 10.1787/5jln1hlsr0lr-en 2339240:TG2NA6AM 2405685:UFMYLTMN}, } @incollection{oecd_funding_2017, title = {The funding of school education: {Main} findings and policy pointers}, shorttitle = {The funding of school education}, url = {https://doi.org/10.1787/9789264276147-4-en}, abstract = {This study on school funding policies was conducted for a number of reasons:}, language = {en}, urldate = {2022-04-07}, booktitle = {The {Funding} of {School} {Education}: {Connecting} {Resources} and {Learning}}, publisher = {OECD Publishing}, author = {{OECD}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V9TTH9VS 2405685:8UT9HDR2 4656463:DI64NC3J}, } @book{oecd_systems_2017, title = {Systems {Approaches} to {Public} {Sector} {Challenges}: {Working} with {Change}}, isbn = {978-92-64-27985-8 978-92-64-27986-5}, shorttitle = {Systems {Approaches} to {Public} {Sector} {Challenges}}, url = {https://www.oecd-ilibrary.org/governance/systems-approaches-to-public-sector-challenges_9789264279865-en}, language = {en}, urldate = {2021-01-06}, publisher = {OECD}, author = {{OECD}}, month = aug, year = {2017}, doi = {10.1787/9789264279865-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/9789264279865-en 2339240:2YQASYHU 2405685:LLR8UTFC}, } @techreport{oecd_bridging_2018, title = {Bridging the digital gender divide: include, upskill, innovate}, url = {https://www.oecd.org/digital/bridging-the-digital-gender-divide.pdf}, urldate = {2021-10-07}, author = {{OECD}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6D4DRZZ5 2405685:GAKGT4J9}, } @misc{oecd_how_2019, title = {How we measure social and emotional skills - {OECD}}, url = {http://www.oecd.org/education/ceri/social-emotional-skills-study/measure/}, urldate = {2020-01-13}, journal = {OECD Study on Social and Emotional Skills}, author = {OECD}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D6XF5GKT 2405685:GI8HHQSN GI8HHQSN}, } @misc{oecd_programme_2019, title = {Programme for {International} {Student} {Assessment} ({PISA}): {Results} from {Pisa} 2018}, url = {https://www.oecd.org/pisa/publications/PISA2018_CN_JOR.pdf}, urldate = {2020-06-30}, author = {OECD}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6YJ7KLI5}, } @misc{oecd_path_2019, title = {The {Path} to {Becoming} a {Data}-{Driven} {Public} {Sector}}, url = {https://www.oecd-ilibrary.org/sites/9cada708-en/index.html?itemId=/content/component/9cada708-en}, urldate = {2022-06-15}, author = {OECD}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E6U46RNV 2405685:CQH4ADND}, } @techreport{oecd_creditor_2020, title = {Creditor {Reporting} {System} ({CRS})}, url = {https://stats.oecd.org/Index.aspx?DataSetCode=crs1}, urldate = {2021-03-10}, institution = {Organisation for Economic Cooperation and Development (OECD)}, author = {OECD}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2M8XI4TR 2405685:A8SUQKJN}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{oecd_oecd_2020, title = {{OECD} {Digital} {Economy} {Outlook} 2020}, url = {https://www.oecd-ilibrary.org/sites/3b6a594d-en/index.html?itemId=/content/component/3b6a594d-en}, urldate = {2022-06-15}, author = {OECD}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2SVTCF5V 2405685:YEBSH72B}, } @article{oecd_pisa_2020, title = {{PISA} 2021 {ICT} {Framework}}, url = {https://www.oecd.org/pisa/sitedocument/PISA-2021-ICT-framework.pdf}, author = {OECD}, year = {2020}, note = {zotzenLib.CopiedFrom: 2339240:9V4N7QF4 KerkoCite.ItemAlsoKnownAs: 2339240:9V4N7QF4 2405685:5M3PZ5A9}, keywords = {⛔ No DOI found}, } @techreport{oecd_strengthening_2020, title = {Strengthening online learning when schools are closed: {The} role of families and teachers in supporting students during the {COVID}-19 crisis}, url = {https://read.oecd-ilibrary.org/view/?ref=136_136615-o13x4bkowa&title=Strengthening-online-learning-when-schools-are-closed}, author = {{OECD}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DYKBSIJT 2405685:C489QCHG}, } @incollection{oecd_teachers_2020, series = {{OECD} {Skills} {Studies}}, title = {Teachers’ use of new technologies in {Latin} {America}}, isbn = {978-92-64-41414-3 978-92-64-40016-0 978-92-64-66449-4 978-92-64-86472-6}, url = {https://www.oecd-ilibrary.org/education/making-the-most-of-technology-for-learning-and-training-in-latin-america_ce2b1a62-en}, language = {en}, urldate = {2022-09-01}, booktitle = {Making the {Most} of {Technology} for {Learning} and {Training} in {Latin} {America}}, publisher = {OECD}, author = {{OECD}}, month = jun, year = {2020}, doi = {10.1787/ce2b1a62-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/ce2b1a62-en 2339240:W35S4TJK 2405685:GRWZFAZ7}, } @techreport{oecd_impact_2020, type = {{OECD} {Policy} {Responses} to {Coronavirus} ({COVID}-19)}, title = {The impact of {COVID}-19 on student equity and inclusion: {Supporting} vulnerable students during school closures and school re-openings}, shorttitle = {The impact of {COVID}-19 on student equity and inclusion}, url = {https://www.oecd-ilibrary.org/education/the-impact-of-covid-19-on-student-equity-and-inclusion-supporting-vulnerable-students-during-school-closures-and-school-re-openings_d593b5c8-en}, language = {en}, urldate = {2021-08-05}, author = {{OECD}}, month = nov, year = {2020}, doi = {10.1787/d593b5c8-en}, note = {Series: OECD Policy Responses to Coronavirus (COVID-19) KerkoCite.ItemAlsoKnownAs: 10.1787/d593b5c8-en 2339240:HJ77WBL2 2405685:QPTQEPUC}, } @book{oecd_lessons_2020, title = {Lessons for {Education} from {COVID}-19 {A} {Policy} {Maker}’s {Handbook} for {More} {Resilient} {Systems}}, isbn = {978-92-64-78203-7}, shorttitle = {Lessons for {Education} from {COVID}-19 {A} {Policy} {Maker}’s {Handbook} for {More} {Resilient} {Systems}}, abstract = {The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move. When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo. Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal. This Handbook provides practical guidance to support them to do just that. It presents the current state-of-play in over 40 education systems, and efforts to improve pedagogical practices in the midst of the pandemic. It proposes three key lessons and related policy pointers for the current academic term and beyond. Drawing on concrete examples of COVID-19 policy responses from primary to tertiary, as well as impactful pre-crisis policies, it addresses the policy areas of flexible learning, educator skills, and student equity. The Handbook has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy. As such, it benefits from a decade of policy analysis, outcomes from the Education Policy Reform Dialogues 2020, and the development of an actionable Framework for Responsiveness and Resilience in education.}, language = {en}, publisher = {OECD Publishing}, author = {OECD}, month = dec, year = {2020}, note = {Google-Books-ID: lAkPEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:P9VP49QS 2405685:K76DA8BJ}, } @misc{oecd_creditor_2021, title = {Creditor {Reporting} {System} ({CRS})}, url = {https://stats.oecd.org/Index.aspx?DataSetCode=crs1}, author = {OECD}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GKAXYNKY 2405685:QF9A6M5Z}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{oecd_children_2021, address = {Paris}, title = {Children in the digital environment: {Revised} typology of risks}, shorttitle = {Children in the digital environment}, url = {https://www.oecd-ilibrary.org/science-and-technology/children-in-the-digital-environment_9b8f222e-en;jsessionid=vJql80mgSzMnHbfUsA3zLMCb.ip-10-240-5-28}, abstract = {The digital environment has become an integral part of children’s everyday lives and interactions. The benefits can be tremendous, but there also risks. In 2011, the OECD adopted a Typology of Risks in an effort to broadly categorise those risks. Since then the digital environment has changed significantly, as risks have evolved in nature and new ones have emerged. This report informs the OECD’s broader work on children in the digital environment by examining these trends and presenting an updated Typology of Risks. The Typology provides a high-level overview of the risk landscape, and outlines four risk categories and their manifestations. The Typology also identifies and analyses risks that cut across these four risk categories, and that can therefore have wide-ranging effects on children’s lives.}, language = {en}, urldate = {2022-04-25}, institution = {OECD}, author = {OECD}, month = jan, year = {2021}, doi = {10.1787/9b8f222e-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/9b8f222e-en 2339240:XHMZ9GF7 2405685:356IBD77}, } @book{oecd_delivering_2021, series = {{OECD} {Rural} {Studies}}, title = {Delivering {Quality} {Education} and {Health} {Care} to {All}: {Preparing} {Regions} for {Demographic} {Change}}, isbn = {978-92-64-79675-1 978-92-64-65638-3 978-92-64-44654-0 978-92-64-40826-5}, shorttitle = {Delivering {Quality} {Education} and {Health} {Care} to {All}}, url = {https://www.oecd-ilibrary.org/urban-rural-and-regional-development/delivering-quality-education-and-health-care-to-all_83025c02-en}, language = {en}, urldate = {2023-02-28}, publisher = {OECD}, author = {{OECD}}, month = mar, year = {2021}, doi = {10.1787/83025c02-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/83025c02-en 2339240:G6KY28PG 2405685:A5DTA23J}, }