Improving Schools: Reviews of National Policies for Education

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The OECD Improving Schools Reviews follow the OECD’s increasing efforts to strengthen education reform capacity across OECD and partner countries through different components: Tailoring comparative analysis and recommendations, engaging key stakeholders, and developing a reform action plan through the OECD Seminar for Leaders in Education Improvement.

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Improving Schools: Reviews of National Policies for Education

  1. 1. Improving Schools: Reviews of National Policies for Education Tailored Tailored OECD advice international for your analysis and recommendations country’s education reforms Consultation Capacity and building in engagement policy design with key actors and for a shared implemen- vision of tation of reforms reforms
  2. 2. Tailored education policy country reviews 3. 2. Benefits for Some countries and examples conclusions…1. of tailored advice The key elements of this review 2 www.oecd.org/edu/improvingschools
  3. 3. The keyelements ofthis review 1. www.oecd.org/edu/improvingschools
  4. 4. Education policy implementation challenges across countries Reforms needed to improve school outcomes Need to prioritise and focus on key policy levers Need for capacity, alignment and consensus to progressOECD can support this process through the Improving Schools Reviews
  5. 5. Today, education policy decision making is more participative… 2003 1998 2007% 100 90 More than 50% of decisions 80 taken by schools/local level 70 60 50 40 30 20 10 0 Portugal Hungary Norway England Finland Iceland Denmark Korea New Zealand Austria Netherlands Germany Sweden Spain France Czech Republic Greece
  6. 6. High performers combine quality with equity Strength of the relationship between performance and socio-economic background above the OECD average impact Strength of the relationship between performance and socio-economic background not statistically significantly different from the OECD average impact Strength of the relationship between performance and socio-economic background below the OECD average impact 560 Shangai-China Above-average performance Above-average performance Above-average impact of Below-average impact of 540 socio-economic background Korea socio-economic background Finland New Zealand Canada 520 Japan Australia Belgium Netherlands Norway Poland United States Switzerland 500 Hungary Germany Sweden Estonia IcelandMean score in reading France Denmark Ireland United Kingdom Portugal Italy Slovenia Greece 480 Spain Czech Republic Slovak Republic Luxembourg Israel Austria Turkey 460 Russian Federation Chile 440 Mexico 420 Below-average performance Below-average performance Above-average impact of Brazil Below-average impact of socio-economic background socio-economic background 400 Percentage of variance in performance explained by the PISA index of economic, social and cultural 30 25 20 15 status 10 5 0
  7. 7. Key policy levers for education reform Students Curriculum and structure Quality in education Teachers Schools
  8. 8. Improving schools: The OECD process Comparative Key actors Country visitStarting analysis of reform Capacity point building Final objective 2.Country Consultation 3. OECD Seminar A strategy 1. OECD for Leaders in EdSpecific Recommendations and for Improvement needs engagement implemen tation Review visit Discussing Team work key issues Consensus
  9. 9. Improving schools: The OECD process Comparative Key actors Country visitStarting analysis of reform Capacity point building Final objective 2.Country Consultation 3. OECD Seminar A strategy 1. OECD for Leaders in EdSpecific Recommendations and for Improvement needs engagement implemen tation Review visit Discussing Team work key issues Consensus
  10. 10. By drawing upon the OECD’s vast knowledge of international best practices…
  11. 11. …We provide tailored advice in policy designKnowledge from international Review visit: contextualization to Recommendations, considerations evidence country’s needs and specific proposals
  12. 12. Improving schools: The OECD process Comparative Key actors Country visitStarting analysis of reform Capacity point building Final objective 2.Country Consultation 3. OECD Seminar A strategy 1. OECD for Leaders in EdSpecific Recommendations and for Improvement needs engagement implemen tation Review visit Discussing Team work key issues Consensus
  13. 13. ...Engaging with key stakeholders is vital Teachers Students Local authorities AcademiaLegislatorsParents Working together with education stakeholders to define a Civil society Private sector clear course of action Unions Head teachers National authorities
  14. 14. Improving schools: The OECD process Comparative Key actors Country visitStarting analysis of reform Capacity point building Final objective 2.Country Consultation 3. OECD Seminar A strategy 1. OECD for Leaders in EdSpecific Recommendations and for Improvement needs engagement implemen tation Review visit Discussing Team work key issues Consensus
  15. 15. Capacity building in policy design and implementation of reforms:The OECD Seminar for Leaders in Education Improvement Action Plan Guidance General and learning conferences First hand Working Site visits accounts together Visit to a country with good and Team work relevant practices
  16. 16. In words of our participants…“The Seminar combined excellent lectures by some of theleading educational researchers in the world, with first-handaccounts from central actors in the administration in Ontario,and we visited schools and talked to students, teachers andschool leaders and saw for ourselves the impact of policies inschools and classrooms. We also had time to discuss and reachconclusions...” Kirstin Halvorsen, Minister of Education of Norway
  17. 17. Some examples oftailored advice 2. 17 www.oecd.org/edu/improvingschools
  18. 18. Different projects for different needs…
  19. 19. The OECD understands that 19different challenges need REFORM:specific responses… TAILORING POLICY RECOMMENDATIONS FOR DIFFERENT COUNTRIES Mexico Norway Iceland • 222 350 schools • 3 000 schools • 483 schools • 1 156 500 teachers • 66 520 teachers • 9 650 teachers • 25 603 600 students • 615 900 students • 88 850 students The Improving Schools Project Contexts differ, but quality is the main objective…
  20. 20. Benefits forcountries andconclusions 3. 20 www.oecd.org/edu/improvingschools
  21. 21. Benefits for a country •Knowledge from evidence and countryIn the short practices on support for school improvement term… •Evidence based, tailored recommendations for the reform to be implementedIn the mid • Implementation of reforms term... • Policy implementation capacity: the OECD Over the Seminar for Leaders in Education Improvementlong run… • A long-term shared perspective of reform among actors
  22. 22. To conclude… The 3 key points about this project… 1. Tailored international analysis to your needsSupporting countries’ potential through 2. Consultation and engagement with key education reforms… education stakeholder: ownership of reforms 3. Capacity building in implementation of education reforms
  23. 23. Thank you!For further information:Beatriz.Pont@oecd.orgDiana.Toledofigueroa@oecd.org www.oecd.org/edu/improvingschools

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