Éducation 2030 : Vers une éducation inclusive et équitable de qualité et un  apprentissage tout au long de la vie pour tous
10. Nous nous engageons à promouvoir des possibilités d’apprentissage tout au long de la vie de qualité pour tous, dans tous les contextes et à tous les niveaux de l’éducation, ce qui implique un accès équitable et élargi à l’enseignement et à la formation techniques et professionnels, ainsi qu’à l’enseignement supérieur et à la recherche, avec une attention particulière portée à l’assurance qualité.  En outre, il importe de mettre en place des parcours d’apprentissage souples, ainsi que la reconnaissance, la validation et l’accréditation des connaissances, des aptitudes et des compétences acquises dans le cadre de l’éducation non formelle et informelle. Nous nous engageons, par ailleurs, à faire en sorte que tous les jeunes et tous les adultes, en particulier les filles et les femmes, atteignent un niveau pertinent et reconnu de maîtrise fonctionnelle de la lecture, de l’écriture et du calcul, et acquièrent des compétences nécessaires à la vie courante, et que des possibilités d’apprentissage, d’éducation et de formation des adultes leur soient offertes. Nous prenons enfin l’engagement de renforcer la science, la technologie et l’innovation. Les technologies de l’information et de la communication (TIC) doivent être mises à profit pour renforcer les systèmes éducatifs, la diffusion du savoir, l’accès à l’information, ainsi que l’efficacité et la qualité de l’apprentissage, et pour assurer une offre de services plus performante.
20. Forte de l’héritage de Jomtien et de Dakar, la présente Déclaration d’Incheon constitue l’engagement historique que nous tous prenons de transformer la vie grâce à une nouvelle vision de l’éducation, ainsi qu’à des initiatives audacieuses et novatrices, pour atteindre notre objectif ambitieux d’ici à 2030. Version PDF. Voir l'article...

En quarante ans, le taux de brevets détenus par des femmes est passé de 2,7 % à 10,8 %, selon cette étude de PLOS ONE. 
Les chercheurs, dont Vincent Larivière de l'Université de Montréal, ont analysé les disparités entre les sexes en matière de brevets en utilisant les données de 4,6 millions de brevets délivrés au cours des années allant de 1976 à 2013 par le United States Patent and Trade Office.
Dans tous les domaines technologiques, la part des brevets délivrés à des femmes est proportionnellement plus sujette à se produire dans les établissements universitaires que dans les entreprises ou les organismes gouvernementaux. Voir l'article...

This report, The Debt Divide, provides a comprehensive look at how the “new normal” of debt-financed college impacts the whole pipeline of decision-making related to college. This includes, whether to attend college at all, what type college to attend and whether to complete a degree, all the way to a host of choices about what to do for a living, and whether to save for retirement or buy a home. In an America where Black and Latino households have just a fraction of the wealth of white households, where communities of color have for decades been shut out of traditional ladders of economic opportunity, a system based entirely on acquiring debt to get ahead may have very different impacts on some communities over others.
Download. More...

This study aims to get a better understanding of Europeans’ opinion about the innovations brought about in society by science and technology. It tested a range of innovations that could be applied 15 years from now in the everyday life of citizens in Europe, and to understand participants’ preferences and reactions in this regard.
This study shows that citizens have different expectations with regard to the impacts of scientific and technological innovation. While positive about scientific and technological innovation generally, citizens hold the view that it can lead to unemployment and social exclusion.
Public Opinion on Future Innovations, Science and Technology.

A new report from Demos, published in partnership with the Jubilee Centre for Character and Virtues at the University of Birmingham, calls for ‘character’ to be permanently embedded in the UK’s educational curriculum – to ensure the next generation of school graduates are equipped with the social and professional skills critical for them to become successful and civic-minded individuals in their adult life.
It demonstrates how strong character attributes – including moral, intellectual, performance and civic virtues – are correlated with higher educational attainment, employment outcomes, and positive mental and physical health. Importantly, these are ‘educable’, meaning that they can be developed and taught with the right guidance. More...

The rise of Asia requires vision and action in Australia, according to a new report from the Australian Council of Learned Academies (ACOLA).
Smart Engagement with Asia provides new insight to the complexities of our relationships in the region, and a blueprint for the bridges Australia can build.
Speaking at the launch of the report, Australia’s Chief Scientist Professor Ian Chubb AC called for a national commitment to our future in the region. More...

By Zhao Xinying and Luo Wangshu. All of the 9.42 million Chinese students who took the gaokao, or national college entrance exam, on June 7, know that the results will decide which domestic university they can attend.
However, in recent years, the test score can also help them gain admission to some universities overseas.
Dozens of countries and regions, including Australia, Italy and the United States, have used gaokao test scores for admission criteria. More...

This paper relaxes the assumption of homogeneous skills among graduate workers and proposes a new approach to differentiate between real and apparent overeducation based on the level of cognitive skills actually achieved by the individuals. This proposal is applied to the study of the wage effects of overeducation in the Spanish labor market using data from PIAAC. The results suggest that between a quarter and a half of the graduate workers who appear to be overeducated in the Spanish labor market could be considered as being only apparently overeducated since they show a lower level of skills than that corresponding to their educational level or, alternatively, a level of cognitive skills which is commensurate with their job. Different returns are found for each group of overeducated individuals both when compared with adequately educated peers within a similar level of education (with greater wage penalties for apparently overeducated workers) and when the comparison is done with well-matched co-workers doing a similar job (with a wage premium for real overeducation but no significant returns for apparently overeducated workers). These results point to the need of taking account of skills heterogeneity within an educational level when returns to overeducation are analyzed. More...

Labor markets around the world haven’t kept pace with rapid shifts in the global economy, and their inefficiencies have taken a heavy toll. Millions of people cannot find work, even as sectors from technology to healthcare struggle to fill open positions. Many who do work feel overqualified or underutilized. These issues translate into costly wasted potential for the global economy. More important, they represent hundreds of millions of people coping with unemployment, underemployment, stagnant wages, and discouragement.
Full Report.