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Education

Weeding Out Fake News

Date of Editorial Board meeting: 
Publication date: 
Tuesday, July 11, 2017
Abstract in English: 
Social media are becoming the dominant source of information for significant parts of our societies. There are numerous positive aspects of these media, such as their ability to mobilise for a political cause. Yet at the same time, social media may sometimes negatively impact the public debate. This paper analyses how social media platforms influence democracy in Western countries and makes recommendations on how to address the risks that arise effectively.
Short-term solutions to eradicate fake news include considering social media platforms as full-fledged media companies-thus regulating them through a revised version of press laws which suits new technologies.
The key long-term solution is developing e-literacy among the general public.
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67
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Being Christian in Western Europe

Date of Editorial Board meeting: 
Publication date: 
Tuesday, May 29, 2018
Abstract in English: 
The majority of Europe’s Christians are non-practicing, but they differ from religiously unaffiliated people in their views on God, attitudes toward Muslims and immigrants, and opinions about religion’s role in society.
Western Europe, where Protestant Christianity originated and Catholicism has been based for most of its history, has become one of the world’s most secular regions. Although the vast majority of adults say they were baptized, today many do not describe themselves as Christians. Some say they gradually drifted away from religion, stopped believing in religious teachings, or were alienated by scandals or church positions on social issues, according to a major new Pew Research Center survey of religious beliefs and practices in Western Europe.
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168
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The future evolution of civil society in the European Union by 2030

Date of Editorial Board meeting: 
Publication date: 
Thursday, March 1, 2018
Abstract in English: 
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.
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66
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Skills and lifelong learning: final report

Date of Editorial Board meeting: 
Publication date: 
Monday, November 27, 2017
Abstract in English: 
This report brings together evidence about skills and lifelong learning, discussing the barriers and the implications for the UK. This evidence will help government to develop the policies needed to adapt to a changing workforce.
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112
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Digitally-enabled automation and artificial intelligence: Shaping the future of work in Europe’s digital front-runners

Date of Editorial Board meeting: 
Publication date: 
Wednesday, October 25, 2017
Abstract in English: 
Technology in many ways is perfectly conceived to operate in the workplace, bringing an ability to operate around the clock at increasing levels of accuracy and productivity. Since the Industrial Revolution, machines have been the ideal colleague, performing some of the most mind-numbing tasks and freeing up human partners to do more interesting and productive things. However, in the near future, new digital technologies are set to take the next step, graduating from the factory floor to the boardroom and applying themselves to more complex, cognitive activities.
Technologies such as artificial intelligence (AI) are a game changer for automation in the workplace. Like ambitious young go-getters, they promise to take on more responsibility and make better decisions, and the implications for workers, companies, and policy makers are significant and pressing.
The impact of new digital technologies on the labor market has led to the coining of the phrase “technological unemployment,” which describes a view of how the industrialization of the workplace may play out. However, that perspective ignores the other side of the technological coin, which is that automation also creates jobs and brings a positive economic impact from its ability to boost innovation and productivity, and offers advances in fields including healthcare, retail and security.
This report is an attempt to provide a long-term view of how that balance may develop, based on scenarios of how digital automation and AI will shape the workplace, and calibrated to sensitivities around the economy, productivity, job creation and skills.
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72
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World Development Report 2018 : Learning to Realize Education's Promise

Date of Editorial Board meeting: 
Publication date: 
Tuesday, September 26, 2017
Abstract in English: 
Every year, the World Bank's World Development Report takes on a topic of central importance to global development. The 2018 Report, Learning to Realize Education's Promise, is the first ever devoted entirely to education. Now is an excellent time for it: education has long been critical for human welfare, but is even more so in a time of rapid economic change. The Report explores four main themes. First, education's promise: Education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies - both within and outside the education system. Second, the learning crisis: Despite gains in education access, recent learning assessments show that many young people around the world, especially from poor families, are leaving school unequipped with even the most foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. Third, promising interventions to improve learning: Research from areas such as brain science, pedagogical innovations, or school management have identified interventions that promote learning by ensuring that learners are prepared, that teachers are skilled as well as motivated, and that other inputs support the teacher-learner relationship. Fourth, learning at scale: Achieving learning throughout an education system will require more than just scaling up effective interventions. Change requires overcoming technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and being adaptive when implementing programs.
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239
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Ideas and ideologies competing for China's political future

Date of Editorial Board meeting: 
Publication date: 
Friday, October 20, 2017
Abstract in English: 
Unlike any other Chinese leader since the beginning of the reform era, Xi Jinping has worked on crafting a unified national ideology with the aim to strengthen the ties between China’s citizens and the Communist Party of China (CCP). The Xi leadership tries to rally support around the “China Dream,” the vision of China as a global player, and it promotes the “China Path” as an alternative to market economies and liberal democracies.
Although partially successful, the propaganda offensive has so far not yielded the desired result: a broad-based societal consensus on China’s future course. A new publication by the Mercator Institute for China Studies (MERICS) shows widely differing views within Chinese society on China’s developmental model and its global role.
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96
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Innovation-Led Economic Growth: Transforming Tomorrow’s Developing Economies through Technology and Innovation

Date of Editorial Board meeting: 
Publication date: 
Tuesday, September 5, 2017
Abstract in English: 
The world faces a confluence of changes and technological advances that are fundamentally altering the relationship between individuals, economies, and society. Innovations in a diverse set of fields including robotics, genetics, artificial intelligence, Internet-enabled sensors, and cloud computing are individually disruptive. Collectively they are world changing. Experts around the world have come up with different names and descriptions for this phenomenon: Klaus Schwab calls it the “fourth industrial revolution”; Alec Ross points toward the “industries of the future”; Steve Case recognizes it as the “third wave” of the Internet; and Martin Ford looks toward the “rise of the robots.”

Although these thinkers have slightly different visions for the future, there is a shared recognition that existing assumptions and economic models need adjustment. For both developed and developing countries, the innovation- and technology-driven economy offers significant risks and opportunities. On the one hand, this change offers the potential for increased global prosperity, efficiency, and quality of life. On the other hand, if poorly managed, this transition could disrupt employment models, pathways out of poverty, and stability around the world.
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60
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Accelerating Workforce Reskilling for the Fourth Industrial Revolution

Date of Editorial Board meeting: 
Publication date: 
Thursday, July 27, 2017
Abstract in English: 
Continuous learning lies at the heart of thriving in the context of the Fourth Industrial Revolution. The skills required for most jobs are evolving rapidly but our adult education and training systems are lagging behind. While 35% of the skills demanded for jobs across industries will change by 2020, at least 1 in 4 workers in OECD countries is already reporting a skills mismatch with regards to the skills demanded by their current jobs. Thus, enabling and empowering workers to transform and update their skills is a key concern for businesses and societies across the globe.

In order to create a robust and inclusive adult education and training system, leaders from across business, government and civil society need to start laying a common foundation through strategic and coordinated action. This White Paper lays out key pathways for change and illustrates successful examples of implementation to inspire broad-based transformation. It is the outcome of a Dialogue Series in the World Economic Forum’s System Initiative on Shaping the Future of Education, Gender and Work, drawing upon submissions by leaders and experts who engaged in the dialogue, as well as the latest thinking from international organizations, think tanks, businesses and other stakeholders.
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22
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The OECD Handbook for Innovative Learning Environments

Date of Editorial Board meeting: 
Publication date: 
Thursday, June 22, 2017
Abstract in English: 
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.
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100
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