European Union

This publication provides an analysis of the main challenges faced by civil society organisations (CSOs), of the trends and drivers of change and of the future prospects for relations between policy-makers at the national and European level and CSOs. It was developed with the purpose of examining what might await European CSOs in the next 13 years until 2030, what are the main challenges and how these should be tackled. Based on desk research of recent analyses and studies, series of interviews with representatives of academia, European and national CSO platforms and members of EESC and pan-European survey, it identifies major societal trends that have been most affecting European CSOS in the last five years : demographic changes, economic crisis, digitalisation, populism and shrinking of civic space. This overview is accompanied by strategies recommended for CSOs and the EU and national public authorities.

If Sub-Saharan Africa’s future had to be encapsulated in a single word, it would be transformation. In recent years the continent has undergone significant economic, socio-political, and technological transformations, a process which is likely to accelerate over the coming decades. While it would be an overstatement to proclaim that the future will be African, there are strong indications that the global importance of the continent is set to rise – and not only as a source of risk factors spilling over from poverty and instability. By 2045, approximately a quarter of the world’s population will be African. Looking ahead, there is also the potential for Africa’s economic growth to outpace the global average. The expansion of foreign direct investment (FDI), which today already outstrips aid, could drive further integration of African countries in the world economy. The diversification of Africa’s relationship with external partners – which now not only include traditional Western partners such as the EU, but also Asian, Middle Eastern and Gulf countries – will also contribute to increasing Africa’s prominence in the global arena.

How might we know whether our schools or system are set up to optimise learning? How can we find out whether we are getting the most from technology? How can we evaluate our innovation or think through whether our change initiative will bring about its desired results? Teachers and educational leaders who grapple with such questions will find this handbook an invaluable resource. It draws on extensive reports and materials compiled over a decade by the OECD in its Innovative Learning Environments (ILE) project. Its four chapters – The learning principles; The innovative learning environment framework; Learning leadership and evaluative thinking; and Transformation and change - each contain a concise, non-technical overview introduction followed by a set of tools. The handbook makes good the ILE ambition not just to analyse change but to offer practical help to those around the world determined to innovate their schools and systems.

“If there has been one lesson learnt about innovating education, it is that teachers, schools and local administrators should not just be involved in the implementation of educational change but they should have a central role in its design.” Andreas Schleicher, OECD Director for Education and Skills.