Education Policy Analysis 2001 [electronic resource].
Publishing, OECD.
Organisation for Economic Co-operation and Development StaffCorporate Author
Innovation, Centre for Educational Research and.
 : Organisation for Economic Co-operation and Development,
2001.
 As pervasive technological change and growing interdependence among countries contribute to restructuring economic activity and shaping everyday life, lifelong learning's value grows. How far have countries progressed toward lifelong learning for all? Who is being left behind, and in what ways? How might schools evolve to address remaining gaps? In this special edition of Education Policy Analysis prepared as background for the 2001 meeting of OECD education ministers, these questions and others are explored. The analysis shows that progress and success in realising lifelong learning for all 
Description based upon print version of record.
""CONTENTS""; ""INTRODUCTION""; ""Chapter 1 LIFELONG LEARNING FOR ALL: POLICY DIRECTIONS""; ""Summary""; ""1. Introduction""; ""2. The policy significance of lifelong learning""; ""3. Country approaches""; ""4. Policy directions""; ""5. Visibility and recognition of learning""; ""6. Foundations for lifelong learning""; ""7. Access and equity""; ""8. Resources for lifelong learning""; ""9. Policy co-ordination""; ""10. Conclusions""; ""References""; ""Chapter 2 LIFELONG LEARNING FOR ALL: TAKING STOCK""; ""Summary""; ""1. Introduction""
""2. Taking stock of where countries stand: a systemic approach""""3. Strengthening foundation and further learning""; ""4. Increasing the affordability of lifelong learning""; ""5. Attempting a systemic assessment of lifelong learning""; ""6. Conclusions""; ""References""; ""Chapter 3 CLOSING THE GAP: SECURING BENEFITS FOR ALL FROM EDUCATION AND TRAINING""; ""Summary""; ""1. Introduction""; ""2. New and old reasons to care about educational equity""; ""3. How widely has progress in educational attainment been shared among different groups?""; ""4. The digital learning divide""
""5. Equity and lifelong learning""""6. Conclusions""; ""References""; ""Chapter 4 COMPETENCIES FOR THE KNOWLEDGE ECONOMY""; ""Summary""; ""1. Introduction""; ""2. The knowledge revolution""; ""3. What competencies are distinctive in the knowledge economy?""; ""4. Conclusions""; ""Technical Annex""; ""References""; ""Chapter 5 WHAT FUTURE FOR OUR SCHOOLS?""; ""Summary""; ""1. Introduction""; ""2. The OECD schooling scenarios""; ""3. Conclusions""; ""References""; ""STATISTICAL ANNEX: Data for the figures""
 As pervasive technological change and growing interdependence among countries contribute to restructuring economic activity and shaping everyday life, lifelong learning's value grows. How far have countries progressed toward lifelong learning for all? Who is being left behind, and in what ways? How might schools evolve to address remaining gaps? In this special edition of Education Policy Analysis prepared as background for the 2001 meeting of OECD education ministers, these questions and others are explored. The analysis shows that progress and success in realising lifelong learning for all 
Continuing education -- Cross-cultural studies.
Education -- Evaluation -- Statistics -- Cross-cultural studies.
Education and state.
Education.
OECD countries.
Education policy analysis /