Knowledge management : Innovation in the Knowledge Economy

OECD's books, periodicals and statistical databases are now available via www.SourceOECD.org, our online library. Ask your librarian for more details of how to access OECD books on line, or write to us at [email protected] Today's " knowledge economies " are seeing the emergence of new paradigms for innovation and the advancement of knowledge in relation to economic activities. This report explores some key determinants of innovation and their implications for the advancement of knowledge in a particular sector – primary and secondary education. The analysis shows that there is considerable scope for certain drivers that have helped speed up innovation in other sectors to take effect in education. However, in practice, a number of basic characteristics of education systems have prevented innovation from changing this sector fundamentally. Nevertheless, educational policy makers can learn much from observing how innovation occurs and how sectors are transformed in the most knowledge intensive parts of the economy. or distribution of any data or software is prohibited. You must treat the Program and associated materials and any elements thereof like any other copyrighted material. Pursuant to Article 1 of the Convention signed in Paris on 14th December 1960, and which came into force on 30th September 1961, the Organisation for Economic Cooperation and Development (OECD) shall promote policies designed: – to achieve the highest sustainable economic growth and employment and a rising standard of living in member countries, while maintaining financial stability, and thus to contribute to the development of the world economy; – to contribute to sound economic expansion in member as well as non-member countries in the process of economic development; and – to contribute to the expansion of world trade on a multilateral, non-discriminatory basis in accordance with international obligations. Council of the Organisation for Economic Cooperation and Development and all member countries of the OECD are participants. The main objectives of the Centre are as follows: – analyse and develop research, innovation and key indicators in current and emerging education and learning issues, and their links to other sectors of policy; – explore forward-looking coherent approaches to education and learning in the context of national and international cultural, social and economic change; and – facilitate practical cooperation among member countries and, where relevant, with non-member countries, in order to seek solutions and exchange views of educational problems of common interest. The Centre functions within the Organisation for Economic Cooperation and Development …