Implementing Education Policies: Effective Change in Education
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The OECD Directorate for Education and Skills offers tailored support for countries to develop and implement their school education policies in ways that guarantee the quality and equity of their education system.
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Implementing Education Policies: Effective Change in Education
- 1. IMPLEMENTING EDUCATION POLICIES: EFFECTIVE CHANGE IN EDUCATION Directorate for Education and Skills Policy Advice and Implementation Division OECD, November 2018
- 2. Education policy implementation is a purposeful and multidirectional change process aiming to put a specific policy into practice and which may affect a given education system on several levels. Our aim is to ensure policies reach schools, students and classrooms 2
- 3. 3 The process of policy making in education is complex From theory… Problem definition Agenda setting Policy options Policy development Policy implementation Policy evaluation
- 4. 4 The process of policy-making in education is complex … to practice Contextual factors • Politics, socioeconomic and timing factors • Changing governance and institutions Policy- making • Piecemeal approaches (lacking coherence) • Lack of flexibility between top- down and co-construction • Lack of capacity Actors • Multiple actors • Potential resistance to reform
- 5. Even after surmounting political challenges, once programmes are implemented: -Teacher training can be insufficient or too superficial. -Context is not conducive (schedule, timing, lack of resources…). -Other policies are not considered (reform fatigue). Source: OECD (2015), Education Policy Outlook 2015: Making Reforms Happen, Chapter 9, OECD Publishing, Paris, https://doi.org/10.1787/9789264225442-en. Research shows school improvement programmes often don’t reach the classroom 5
- 6. Design of the policy: coherent Implementation: aligned and planned Education reform is a balancing act beyond evidence-based policy- making 6
- 7. 7 For policy success, both the content and the policy process are important Viennet, R. and B. Pont (2017), "Education policy implementation: A literature review and proposed framework", OECD Education Working Papers, No. 162, OECD Publishing, Paris, http://dx.doi.org/10.1787/fc467a64-en.
- 8. • The policy at least partially defined before implemented. Its justification, validity of its causal theory and goals, complementarity with other policies and feasibility affect whether it can be effectively implemented. Smart policy design • Actors can interpret, react and influence implementation. Including them throughout the process facilitates long-term success and prevent reactions against reforms. Inclusive stakeholder engagement • The process’ features are adapted to the structures and governance of its system at a given time, to the particular actors, and around the specific educational policy. Conducive context • A coherent plan outlines concrete measures to make the policy design operational, with sufficient resources, capacity building, communications, and engaging stakeholders. Coherent implementation strategy 8 A framework for policies to reach schools and classrooms
- 9. Germany SwitzerlandBelgium AustriaFrance Czech Republic Luxembourg Hungary Slovak Republic Chile New Zealand Slovenia Australia Netherlands IrelandPoland Portugal United States SwedenSpain Lithuania Israel Greece Mexico Japan Estonia Finland Canada Korea United Kingdom Denmark Norway Latvia Italy Iceland Turkey 350 400 450 500 550 600 0510152025 Mean science score Percentage of variation in performance explained by socio-economic status Strength of the relationship between performance and socio-economic status is above the average Strength of the relationship between performance and socio-economic status is not statistically significantly different from the average Strength of the relationship between performance and socio-economic status is below the average OECD average OECD average Above-average science performance Below-average equity in education Above-average science performance Above-average equity in education Below-average science performance Below-average equity in education Below-average science performance Above-average equity in education Mean performance in science and strength of the socio-economic gradient 9 • The policy at least partially defined before implemented. Its justification, validity of its causal theory and goals, complementarity with other policies and feasibility affect whether it can be effectively implemented. Smart policy design OECD (2016) PISA 2015 Results (Volume I): Excellence and Equity in Education, PISA, OECD Publishing, Paris, http://doi.org/10.1787/9789264266490-en
- 10. 10 5-year National Education Plan: Japan (2018-2022) White Paper “Desire to Learn”: Norway (2017-) Our National Mission: Wales (2017-2021) Letter on the Purpose of Education: Mexico (2014-2018) Is the vision defined? clear? justified and motivational? related to education outcomes? • The policy at least partially defined before implemented. Its justification, validity of its causal theory and goals, complementarity with other policies and feasibility affect whether it can be effectively implemented. Smart policy design
- 11. 0 10 20 30 40 Student truancy Students skipping classes Students lacking respect for teachers Student use of alcohol or illegal drugs Students intimidating or bullying other students Teachers not meeting individual students’ needs Teacher absenteeism Staff resisting change Teachers being too strict with students Teachers not being well-prepared for classes OECD average OECD (2016), "Student and teacher behaviour hindering learning: Results based on school principals' reports", in PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, PISA, OECD Publishing, Paris, http://dx.doi.org/10.1787/9789264267510- graph26-en. 11 Percentage of students in schools where the school principal reported that the following phenomena hinder student learning to some extent or a lot: • Actors can interpret, react and influence implementation. Including them throughout the process facilitates long-term success and prevent reactions against reforms. Inclusive stakeholder engagement
- 12. 12 Classroom practice Ministries Regional bodies Universities School owners School leaders Teachers Defining roles and attributions • Actors can interpret, react and influence implementation. Including them throughout the process facilitates long-term success and prevent reactions against reforms. Inclusive stakeholder engagement
- 13. 13 Political environment Governance Complementary policies • Assessment policies • Curriculum reform • Initial teacher education Institutions System and school leadership Research and knowledge use • The process’ features are adapted to the structures and governance of its system at a given time, to the particular actors, and around the specific educational policy.Conducive context
- 14. 14 0 10 20 30 40 50 60 70 80 90 100 Iceland Ireland Finland Netherlands Denmark UnitedKingdom Belgium Norway Switzerland France Canada Slovenia NewZealand Austria Luxembourg Portugal Australia Sweden Italy Germany Japan CzechRepublic Israel Hungary Slovakia Poland Estonia UnitedStates Mexico Korea Spain Turkey Chile Greece 2013 2005 Source: World Gallup Poll 2013 • The process’ features are adapted to the structures and governance of its system at a given time, to the particular actors, and around the specific educational policy.Conducive context Public confidence in education system, 2005, 2013
- 15. 15 Communication • Is there a vision with clear objectives? • Are they shared by all actors? Timing Clarity in the roles and responsibilities Resources Monitoring and feedback for improvement • A coherent plan outlines concrete measures to make the policy design operational, with sufficient resources, capacity building, communications, and engaging stakeholders. Coherent implementation strategy
- 16. 16 Implementing education policies: Supporting effective change in education Strategic Advice Policy Assessments Implementation Seminars OECD education policy implementation support from a comparative perspective
- 17. 17 Tailored OECD Implementing Education Policies Support: Selected examples • 3 years • Schools as Learning Organisations (SLO) model • 2 Policy Assessments • Strategic Advice and Implementation Seminars • SLO Survey, School Self-evaluation Toolkit Wales • 2 years • Competence Development Model for Schools • Policy Assessment • Participation in meetings, doc. review, reference group • Implementation Seminars Norway • 1 year • Senior Cycle Review • Policy Assessment • Participation in national consultation meetings, steering group Ireland
- 18. 18 Publications and other deliverables: Selected examples The School as Learning Organisation model in Wales Frameworks Policy Assessment Reports Briefs Seminars
- 19. FOR FURTHER INFORMATION www.oecd.org/education/implementing-education-policies Beatriz Pont Sr. Education Policy Analyst, Directorate for Education and Skills beatriz.pont@oecd.org; + 33 (0)14524 1824 Marco Kools Policy Analyst, Directorate for Education and Skills marco.kools@oecd.org; +33 (0)14524 1531
Editor's Notes
- We discussed this earlier: Data refers to the percentage of "yes" answers to the question: "In the city or area where you live, are you satisfied or dissatisfied with the educational system or the schools?“ Source: Gallup World Poll (database) 2007 & 2016, in OECD (2017) Government at a Glance, OECD Publishing.
- Credits Laptop by Ziyad Al Junaidi from the Noun Project Dialogue by Vectors Market from the Noun Project