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| Contributor | Heinz Gilomen, Swiss Federal Statistical Office |
| Title of paper | Education in the New Economy - A statistical framework for strategic monitoring and management |
| Abstract | The present paper addresses the links between education policy and statistical information. Using Switzerland as an example, it deals with political strategies connected with new information and communication technologies (ICT), the associated need for empirical information and the resulting development of a set of statistical indicators. In 1998 the Swiss government drew up a strategy for an information society in Switzerland, education constituting one of the priority areas to be promoted. The basic principles of equal opportunities, improving skills, free competition and acceptance are to be adhered to throughout these strategies. Statisticians are at present developing a set of indicators which are of prime importance for the implementation of the policies. The theoretical starting point is the difference between tangible and intangible resources and the reference to concepts of capital theory. So, statistical monitoring is being developed from the triple perspective of physical, human and social capital. The categories of capital stock, investment and usage provide a second subdivision in a presentation matrix. Each indicator is thus anchored in a three-dimensional space comprising the political principles (equal opportunities, improved skills, etc.), the theoretical aspects (human, social and physical capital) and the aspects of capital stock, investment and usage. The present paper looks at the political strategies and examines the theoretical, conceptual background to the development of the indicators. The importance of human, social and physical capital is discussed in relation to education policy in the context of the New Economy. Examples are given of the three-dimensional space of indicators. |
| Full document | Education in the New Economy - A statistical framework for strategic monitoring and management |
This page last revised: Friday, 7 June 2002
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