Understanding the Social Outcomes of Learning [electronic resource] /
Organisation for Economic Co-operation and Development.
Centre for Educational Research and Innovation.
Organisation for Economic Co-operation and Development.
SourceOECD (Online service)
Schuller, Tom.
Desjardins, Richard,1946-
Paris : OECD Publishing,
2007.
Education is vital for economic success, both at the national and the individual level. But education also has significant social effects. This report is OECD’s first attempt to gather and synthesise developments in measuring these social effects. The report focuses on two broad areas: health, and civic and social engagement. In general, better educated people are healthier, and take more part in civic activities. Why should this be so? This publication draws on findings from 13 OECD countries (Austria, Flemish Belgium, Canada, Japan, Luxembourg, the Netherlands, New Zealand, Norway, South Korea, Sweden, Switzerland, the United Kingdom [England and Scotland] and the United States) to provide new models and insights into these important contemporary issues.
TABLE OF CONTENTS -; Executive Summary; Chapter 1. Broadening the Measurement of Educational Outcomes; 1.1. Understanding the social outcomes of learning: background and rationale; 1.2. Reasons for expanding the focus to social outcomes; 1.3. Origins of SOL; 1.4. The key domains; 1.5. Conclusion; References; Chapter 2. Sketching the Relationships: Capitals, Competencies and Outcomes; 2.1. Introduction; 2.2. Learning in multiple contexts over the lifespan: "lifelong-lifewide learning"; 2.3. Human and social capital; 2.4. Competencies
2.5. Outcomes and impacts: personal, social and economic well-being2.6. Summary; References; Chapter 3. Key Elements for a Framework to Understand andConceptualise the Social Outcomes of Learning; 3.1. Introduction; 3.2. The ARC model set: absolute, relative, cumulative; 3.3. The effect on the self versus the effects on contexts; 3.4. Multi-level perspectives; 3.5. Type and timing of learning interventions; 3.6. Conclusion; References; Chapter 4. Civic and Social Engagement Outcomes of Learning; 4.1. Introduction
4.2. How are the multiple forms of CSE related outcomes conceptualisedand measured?4.3. What are the causal mechanisms that can link learning experiences and CSE?; 4.4. What are other factors that can influence CSE?; 4.5. What do we actually know about the impact of educational attainment on CSE?; 4.6. What do we know about the impact of different educational experiences on CSE?; 4.7. Cost-benefit estimates; 4.8. Conclusion; References; Chapter 5. Health Outcomes of Learning; 5.1. Introduction; 5.2. How are the multiple forms of health related outcomes conceptualisedand measured?
5.3. What are the causal mechanisms that can link learning experiences andhealth related outcomes?5.4. What are other factors that can influence health outcomes?; 5.5. What do we actually know about the impact of education on healthrelated outcomes?; 5.6. Cost-benefit estimates; 5.7. Conclusion; References; Chapter 6. Conclusion and Implications: A Policy/research Agenda for SOL; 6.1. A reminder of the SOL goals; 6.2. Demonstrating benefits?; 6.3. Steps ahead; References
At head of title: Centre for Educational Research and Innovation.
"The report was prepared by Tom Schuller ... and Richard Desjardins ..."--Foreword.
Includes bibliographical references.
Education is vital for economic success, both at the national and the individual level. But education also has significant social effects. This report is OECD’s first attempt to gather and synthesise developments in measuring these social effects. The report focuses on two broad areas: health, and civic and social engagement. In general, better educated people are healthier, and take more part in civic activities. Why should this be so? This publication draws on findings from 13 OECD countries (Austria, Flemish Belgium, Canada, Japan, Luxembourg, the Netherlands, New Zealand, Norway, South Korea, Sweden, Switzerland, the United Kingdom [England and Scotland] and the United States) to provide new models and insights into these important contemporary issues.
Education