Presentation by Paulo Santiago at the 10th annual meeting of the Senior Budget Officials Performance and Results Network held on 24-25 November 2014. Find more information at http://www.oecd.org/gov/budgeting
The OECD School Resources Review examines how school resources can be effectively used to improve student outcomes. It takes a comprehensive look at how countries govern, distribute, and manage financial resources, infrastructure, human resources, and other resources. The review involves country background reports, country reviews, and thematic reports on topics like school funding. Its goal is to provide evidence-based policy advice and lessons learned across education systems to help countries get the best results from their investment in school resources.
A coordinated approach to skills issues: the OECD Centre for Skills EduSkills OECD
A PowerPoint by Ms. Montserrat Gomendio, OECD Deputy Director for Education and Skills & Head of the Skills Centre, presented at the Skills Summit 2018, Porto.
SESSION 3: IMPLEMENT – Towards better skills policies for tomorrow’s world
Objective: Discuss the major challenges in the implementation of education and skills policies raised by the digital transformation, identify contentious issues and how they can be solved, and agree on specific actions
How can curriculum reform contribute to educational recovery in Scotland and ...EduSkills OECD
The recovery of education systems from COVID-19 is vital to the future social and economic health of societies.
Based on their work during the pandemic, the OECD and Education International have jointly established ten principles to contribute to the debate about how education systems can recover and reach greater levels of quality and equity.
One aspect is about rethinking curriculum design and delivery.
Andreas Schleicher looks at what can be learnt from curriculum reform in Scotland and other countries in the context of the recovery.
Read the ten principles -- https://oe.cd/3DF
Teachers are the most important resource in today’s schools. In every country, teachers’ salaries and training represent the greatest share of expenditure in education. And this investment in teachers can have significant returns: research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. Teachers, in other words, are not interchangeable workers in some sort of industrial assembly line; individual teachers can change lives – and better teachers are crucial to improving the education that schools provide. Improving the effectiveness, efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality and that high-quality teaching is provided to all students. This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), explores three teacher-policy questions: How do the best-performing countries select, develop, evaluate and compensate teachers? How does teacher sorting across schools affect the equity of education systems? And how can countries attract and retain talented men and women to teaching?
TALIS 2018 Pre-Launch Webinar - New insights on teaching and learning - What ...EduSkills OECD
Understanding teachers and school leaders as “professionals” means having high expectations of them as advanced knowledge workers. It means they should not only conduct their work in an effective manner, but also strive to improve their skills throughout their career, collaborate with colleagues and parents to work towards school improvement,and think creatively about the challenges they face. However, if we expect teachers and schools leaders to act as professionals, we should treat them as such. This report aims to provide an in-depth analysis of teachers’ and school leaders’ perceptions of the value of their profession, their work-related well-being and stress, and their satisfaction with their working conditions. It also offers a description of teachers’ and school leaders’ contractual arrangements, opportunities to engage in professional tasks such as collaborative teamwork, autonomous decision making, and leadership practices.Based on the voice of teachers and school leaders, the report offers a series of policy recommendations to help strengthen the professionalisation of teaching careers.The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
This document summarizes a presentation given at the Universidad Internacional Menéndez Pelayo in Santander, Spain on July 7, 2016. The presentation discussed insights from the OECD's School Resources Review, including its purpose, methodology, conceptual framework, and key policy challenges related to the efficient and equitable use of school resources. The review aims to provide policy advice on how to govern, distribute, utilize, and manage resources to achieve educational objectives. It analyzes resource use at the system, sub-system, and school levels across OECD and partner countries.
OECD School Resources Review - The Funding of School EducationEduSkills OECD
This report on the funding of school education constitutes the first in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. School systems have limited financial resources with which to pursue their objectives and the design of school funding policies plays a key role in ensuring that resources are directed to where they can make the most difference. As OECD school systems have become more complex and characterised by multi-level governance, a growing set of actors are increasingly involved in financial decision-making. This requires designing funding allocation models that are aligned to a school system’s governance structures, linking budget planning procedures at different levels to shared educational goals and evaluating the use of school funding to hold decision makers accountable and ensure that resources are used effectively and equitably. This report was co-funded by the European Commission.
The OECD School Resources Review examines how school resources can be effectively used to improve student outcomes. It takes a comprehensive look at how countries govern, distribute, and manage financial resources, infrastructure, human resources, and other resources. The review involves country background reports, country reviews, and thematic reports on topics like school funding. Its goal is to provide evidence-based policy advice and lessons learned across education systems to help countries get the best results from their investment in school resources.
A coordinated approach to skills issues: the OECD Centre for Skills EduSkills OECD
A PowerPoint by Ms. Montserrat Gomendio, OECD Deputy Director for Education and Skills & Head of the Skills Centre, presented at the Skills Summit 2018, Porto.
SESSION 3: IMPLEMENT – Towards better skills policies for tomorrow’s world
Objective: Discuss the major challenges in the implementation of education and skills policies raised by the digital transformation, identify contentious issues and how they can be solved, and agree on specific actions
How can curriculum reform contribute to educational recovery in Scotland and ...EduSkills OECD
The recovery of education systems from COVID-19 is vital to the future social and economic health of societies.
Based on their work during the pandemic, the OECD and Education International have jointly established ten principles to contribute to the debate about how education systems can recover and reach greater levels of quality and equity.
One aspect is about rethinking curriculum design and delivery.
Andreas Schleicher looks at what can be learnt from curriculum reform in Scotland and other countries in the context of the recovery.
Read the ten principles -- https://oe.cd/3DF
Teachers are the most important resource in today’s schools. In every country, teachers’ salaries and training represent the greatest share of expenditure in education. And this investment in teachers can have significant returns: research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. Teachers, in other words, are not interchangeable workers in some sort of industrial assembly line; individual teachers can change lives – and better teachers are crucial to improving the education that schools provide. Improving the effectiveness, efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality and that high-quality teaching is provided to all students. This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), explores three teacher-policy questions: How do the best-performing countries select, develop, evaluate and compensate teachers? How does teacher sorting across schools affect the equity of education systems? And how can countries attract and retain talented men and women to teaching?
TALIS 2018 Pre-Launch Webinar - New insights on teaching and learning - What ...EduSkills OECD
Understanding teachers and school leaders as “professionals” means having high expectations of them as advanced knowledge workers. It means they should not only conduct their work in an effective manner, but also strive to improve their skills throughout their career, collaborate with colleagues and parents to work towards school improvement,and think creatively about the challenges they face. However, if we expect teachers and schools leaders to act as professionals, we should treat them as such. This report aims to provide an in-depth analysis of teachers’ and school leaders’ perceptions of the value of their profession, their work-related well-being and stress, and their satisfaction with their working conditions. It also offers a description of teachers’ and school leaders’ contractual arrangements, opportunities to engage in professional tasks such as collaborative teamwork, autonomous decision making, and leadership practices.Based on the voice of teachers and school leaders, the report offers a series of policy recommendations to help strengthen the professionalisation of teaching careers.The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
This document summarizes a presentation given at the Universidad Internacional Menéndez Pelayo in Santander, Spain on July 7, 2016. The presentation discussed insights from the OECD's School Resources Review, including its purpose, methodology, conceptual framework, and key policy challenges related to the efficient and equitable use of school resources. The review aims to provide policy advice on how to govern, distribute, utilize, and manage resources to achieve educational objectives. It analyzes resource use at the system, sub-system, and school levels across OECD and partner countries.
OECD School Resources Review - The Funding of School EducationEduSkills OECD
This report on the funding of school education constitutes the first in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. School systems have limited financial resources with which to pursue their objectives and the design of school funding policies plays a key role in ensuring that resources are directed to where they can make the most difference. As OECD school systems have become more complex and characterised by multi-level governance, a growing set of actors are increasingly involved in financial decision-making. This requires designing funding allocation models that are aligned to a school system’s governance structures, linking budget planning procedures at different levels to shared educational goals and evaluating the use of school funding to hold decision makers accountable and ensure that resources are used effectively and equitably. This report was co-funded by the European Commission.
The design of school learning environments can foster, or hinder, the teaching and learning of 21st century skills. By the time students complete their compulsory education, they will have spent many thousands of hours within school buildings. The same holds true for their teachers and school leaders who all too often are obliged to adapt to existing layouts in schools, rather than shape them actively.
The OECD School User Survey: Improving Learning Spaces Together gives voice to those who use schools on a daily basis. This unique OECD tool consists of three self-assessment questionnaires designed for students, teachers and school leaders. They can be used to collect and triangulate evidence on the actual use of learning spaces, as well as to solicit user perspectives.
Survey results can be used at the school level to support continuous improvement and the intelligent use or refurbishment of educational facilities. They can provide deeper insights into how physical learning environments shape teaching practices and affect students’ learning outcomes and well-being.
The Education Policy Outlook 2018 - Putting Student Learning at the CentreEduSkills OECD
Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.
OECD School Resources Review - Responsive School SystemsEduSkills OECD
This report on Responsive School Systems is the second in a series of thematic comparative reports bringing together findings from the OECD’s School Resources Review. Evolving educational objectives, changing student needs and demographic developments require school systems to be highly responsive to new patterns of demand and adapt their provision accordingly. The organisation of school facilities, sectors and programmes plays a key role in doing so and in providing students with a high-quality education where they need it. The report aims to assist governments in organising school infrastructures and services to achieve their education policy objectives and to ensure that resources are used effectively and equitably. It offers a systematic analysis of the governance of school networks, their adaption to demographic changes and student needs in urban, rural and remote areas, as well as the vertical and horizontal co-ordination of education services to improve students’ transitions. This report was co-funded by the European Commission.
PISA 2018 looks at reading, mathematics, science, financial literacy and global competency of around 600,000 students across 79 countries.
Latest results:
What students know and can do
Where all students can succeed
What school life means for students' lives
Education Reforms Across OECD - Trends and ChallengesEduSkills OECD
The document summarizes education reforms across OECD countries from 2008-2014. It finds that OECD countries adopted over 450 reforms in this period, focusing on areas like equity, quality, preparing students for the future, school improvement, evaluation and assessment, governance and funding. However, countries struggled with implementing coherent reform strategies and ensuring reforms reached classrooms. The document also provides examples of reforms in specific countries like Australia, Ireland, and Sweden in this period.
TALIS 2018 - Teacher professionalism in the face of COVID-19 (London, 23 Marc...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
Scotland's Curriculum for Excellence: Into the Future. Report presentationBeatriz Pont
Students in Scotland (UK) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.
OECD School Resources Review - Working and Learning TogetherEduSkills OECD
The staff working in schools are the most important resource for today’s education systems, both educationally and financially. This report aims to provide guidance for the design of human resource policies that strengthen, recognise and preserve the positive impact that teachers, school leaders and other school staff have on their students. It offers an in-depth analysis of how human resource policies can make the best use of available resources to create supportive working environments and build both individual and collective professional capacity in schools. This includes the design of entry requirements, career structures, salary schedules and working time arrangements to attract, retain and motivate high-quality staff; the effective and equitable matching of staff with schools through fair and transparent staff funding and recruitment; and informed investments in professional learning, from initial preparation to continuing development. Throughout its analysis, the report looks at implementation challenges and considers under which conditions human resource policy reforms are most likely to have the desired effects on schools and their staff. This report is the third in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. This report was co-funded by the European Commission.
The OECD Teachers’ Professional Learning (TPL) Study project overview 2020EduSkills OECD
This document provides an overview of the OECD Teachers' Professional Learning Study, which examines policies that can support teachers' professional growth and development from initial teacher preparation through continuing professional learning. The study has two strands: Strand I focuses on initial teacher preparation and the first years of teaching, while Strand II examines continuing professional learning. The study uses a combination of literature reviews, country background reports, policy diagnostics, and stakeholder engagement to identify challenges and emerging principles in different systems. The goal is to support peer learning and provide evidence to inform policies that can strengthen teachers' professional learning over their entire careers.
Supporting schools with better human resource policiesEduSkills OECD
The staff working in schools are the most important resource for today’s education systems, both educationally and financially. This report aims to provide guidance for the design of human resource policies that strengthen, recognise and preserve the positive impact that teachers, school leaders and other school staff have on their students. It offers an in-depth analysis of how human resource policies can make the best use of available resources to create supportive working environments and build both individual and collective professional capacity in schools. This includes the design of entry requirements, career structures, salary schedules and working time arrangements to attract, retain and motivate high-quality staff; the effective and equitable matching of staff with schools through fair and transparent staff funding and recruitment; and informed investments in professional learning, from initial preparation to continuing development. Throughout its analysis, the report looks at implementation challenges and considers under which conditions human resource policy reforms are most likely to have the desired effects on schools and their staff. This report is the third in a series of thematic comparative reports bringing together findings from the OECD School Resources Review.
Vocational education and training (VET) plays a central role in preparing young people for work, developing the skills of adults and responding to the labour-market needs of the economy. Teachers and leaders in VET can have an immediate and positive influence on learners’ skills, employability and career development. However, when compared to general academic programmes, there is limited evidence on the characteristics of teachers and institutional leaders in VET and the policies and practices of attracting and preparing them. VET teachers require a mix of pedagogical skills and occupational knowledge and experience, and need to keep these up to date to reflect changing skill needs in the labour market and evolving teaching and learning environments. This report fills the knowledge gap on teachers and leaders in VET, and produces new insights into what strategies and policies can help develop and maintain a well-prepared workforce. It zooms in on VET teacher shortages; strategies for attracting and retaining teachers; initial training and professional development opportunities for teachers; the use of innovative technologies and pedagogical strategies; and the important role of institutional leaders and strategies for better preparing and supporting them
OECD PISA 2018 Results - U.S. Media Briefing EduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
OECD PISA 2018 Results - U.K Media BriefingEduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
B pont int perspective on ed change bc boisi oct 2015Beatriz Pont
What are OECD countries education change and reform strategies? Are policy makers high expectations: matched with policy capacity to reach the classrooms? There is a need to have clear vision, focus on implementation and evaluation of reforms.
20 annual boisi lecture, Lynch School of Education, Boston College,October, 2015
http://frontrow.bc.edu/program/pont/
Insights from PISA for Schools and Local EducatorsEduSkills OECD
Over half a million students representing 28 million 15-year-olds in 65 countries/economies took an internationally agreed 2-hour test and responded to questions on their personal background, their schools and their engagement with learning and school
Higher Education in Norway - Labour Market Relevance and OutcomesEduSkills OECD
The higher education system in Norway generally produces graduates with good skills and labour market outcomes. This success can be largely attributed to Norway’s robust and inclusive labour market and recent higher education reforms to improve quality. However, some Norwegian students have poor labour market outcomes and past success is no guarantee of future success, especially as the Norwegian economy upskills and diversifies. This report provides advice and recommendations to improve the labour market relevance and the outcomes of higher education in Norway. The analysis finds that there is an opportunity to expand work-based learning opportunities, improve career guidance, and do a better job of using innovative learning and teaching practices to improve labour market relevance across the system. The report concludes that Norwegian policy makers have a larger role to play in steering the system. Policy makers can set the conditions for greater labour market relevance by strengthening the mechanism for collaboration between higher education institutions and employers, ensuring better coordination and use of labour market information, and redoubling efforts to support quality learning and teaching. This report was developed as part of the OECD Enhancing Higher Education System Performance project.
What does teaching look like? Launch of the Global Teaching InSights video studyEduSkills OECD
As education systems and schools around the world are being challenged in unprecedented ways, teachers are playing a central role in both supporting young people to navigate these difficult times and prepare them for the world ahead. But the true complexity of teaching is rarely seen and still little understood. What do we really mean by impactful, high-quality teaching? How does it actually drive learning and growth? What does all it mean in the context of COVID-19?
Andreas Schleicher, OECD Director of Education and Skills, discusses these issues and presents the findings of the Global Teaching InSights report, which looks at what practices teachers use to manage the classroom, provide social-emotional support, and deliver quality instruction. This new international study is unique in the type of evidence collected, using classroom videos from over 700 teachers across eight different countries and economies to understand the nuances of teaching, along with teaching materials, teachers’ and students’ views, and students tests in a pre-post design, all aimed at providing as detailed and rich a picture of teaching as possible.
Were socio-economically advantaged students better equipped to deal with lear...EduSkills OECD
According to data from the Programme for International Student Assessment (PISA), most students in 2018 responded that they believe in their ability to get through a difficult situation and are motivated to learn as much as possible.
But socio-economically disadvantaged students exhibit less of these beliefs and dispositions.
This may have serious implications for the unequal distribution of learning losses during the pandemic, meaning that poorer students may have been left behind to an even greater degree than we thought.
Andreas Schleicher, OECD Director for Education and Skills, presents a new analysis of PISA 2018 data and discusses what it can tell us about how prepared students across the world were for the hardships of learning during the COVID-19 crisis.
MaharaUK12 Apprenticeships using TotaraLMS & Mahara ePortfolios by Laurent Da...TDM
Laurent & Thomas gave this talk at MaharaUK12 talking about the way TotaraLMS and Mahara ePortfolios have been set up for Apprenticeship delivery at the Wyre Academy.
If you are interested in a bespoke system like this for delivering apprenticeships, get in touch, we'd love to share the experience!
www.opensourcesoftwareservices.com
www.wyreacademy.com
Building coherent digital identity with a digital storytellingBeata Jones
The presentation discusses how a digital storytelling ePortfolio can bring coherence to one’s digital identity, showcasing a Digication exemplar portfolio and discussing strategies for structuring an effective digital identity development ePortfolio learning context.
The design of school learning environments can foster, or hinder, the teaching and learning of 21st century skills. By the time students complete their compulsory education, they will have spent many thousands of hours within school buildings. The same holds true for their teachers and school leaders who all too often are obliged to adapt to existing layouts in schools, rather than shape them actively.
The OECD School User Survey: Improving Learning Spaces Together gives voice to those who use schools on a daily basis. This unique OECD tool consists of three self-assessment questionnaires designed for students, teachers and school leaders. They can be used to collect and triangulate evidence on the actual use of learning spaces, as well as to solicit user perspectives.
Survey results can be used at the school level to support continuous improvement and the intelligent use or refurbishment of educational facilities. They can provide deeper insights into how physical learning environments shape teaching practices and affect students’ learning outcomes and well-being.
The Education Policy Outlook 2018 - Putting Student Learning at the CentreEduSkills OECD
Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.
OECD School Resources Review - Responsive School SystemsEduSkills OECD
This report on Responsive School Systems is the second in a series of thematic comparative reports bringing together findings from the OECD’s School Resources Review. Evolving educational objectives, changing student needs and demographic developments require school systems to be highly responsive to new patterns of demand and adapt their provision accordingly. The organisation of school facilities, sectors and programmes plays a key role in doing so and in providing students with a high-quality education where they need it. The report aims to assist governments in organising school infrastructures and services to achieve their education policy objectives and to ensure that resources are used effectively and equitably. It offers a systematic analysis of the governance of school networks, their adaption to demographic changes and student needs in urban, rural and remote areas, as well as the vertical and horizontal co-ordination of education services to improve students’ transitions. This report was co-funded by the European Commission.
PISA 2018 looks at reading, mathematics, science, financial literacy and global competency of around 600,000 students across 79 countries.
Latest results:
What students know and can do
Where all students can succeed
What school life means for students' lives
Education Reforms Across OECD - Trends and ChallengesEduSkills OECD
The document summarizes education reforms across OECD countries from 2008-2014. It finds that OECD countries adopted over 450 reforms in this period, focusing on areas like equity, quality, preparing students for the future, school improvement, evaluation and assessment, governance and funding. However, countries struggled with implementing coherent reform strategies and ensuring reforms reached classrooms. The document also provides examples of reforms in specific countries like Australia, Ireland, and Sweden in this period.
TALIS 2018 - Teacher professionalism in the face of COVID-19 (London, 23 Marc...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
Scotland's Curriculum for Excellence: Into the Future. Report presentationBeatriz Pont
Students in Scotland (UK) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.
OECD School Resources Review - Working and Learning TogetherEduSkills OECD
The staff working in schools are the most important resource for today’s education systems, both educationally and financially. This report aims to provide guidance for the design of human resource policies that strengthen, recognise and preserve the positive impact that teachers, school leaders and other school staff have on their students. It offers an in-depth analysis of how human resource policies can make the best use of available resources to create supportive working environments and build both individual and collective professional capacity in schools. This includes the design of entry requirements, career structures, salary schedules and working time arrangements to attract, retain and motivate high-quality staff; the effective and equitable matching of staff with schools through fair and transparent staff funding and recruitment; and informed investments in professional learning, from initial preparation to continuing development. Throughout its analysis, the report looks at implementation challenges and considers under which conditions human resource policy reforms are most likely to have the desired effects on schools and their staff. This report is the third in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. This report was co-funded by the European Commission.
The OECD Teachers’ Professional Learning (TPL) Study project overview 2020EduSkills OECD
This document provides an overview of the OECD Teachers' Professional Learning Study, which examines policies that can support teachers' professional growth and development from initial teacher preparation through continuing professional learning. The study has two strands: Strand I focuses on initial teacher preparation and the first years of teaching, while Strand II examines continuing professional learning. The study uses a combination of literature reviews, country background reports, policy diagnostics, and stakeholder engagement to identify challenges and emerging principles in different systems. The goal is to support peer learning and provide evidence to inform policies that can strengthen teachers' professional learning over their entire careers.
Supporting schools with better human resource policiesEduSkills OECD
The staff working in schools are the most important resource for today’s education systems, both educationally and financially. This report aims to provide guidance for the design of human resource policies that strengthen, recognise and preserve the positive impact that teachers, school leaders and other school staff have on their students. It offers an in-depth analysis of how human resource policies can make the best use of available resources to create supportive working environments and build both individual and collective professional capacity in schools. This includes the design of entry requirements, career structures, salary schedules and working time arrangements to attract, retain and motivate high-quality staff; the effective and equitable matching of staff with schools through fair and transparent staff funding and recruitment; and informed investments in professional learning, from initial preparation to continuing development. Throughout its analysis, the report looks at implementation challenges and considers under which conditions human resource policy reforms are most likely to have the desired effects on schools and their staff. This report is the third in a series of thematic comparative reports bringing together findings from the OECD School Resources Review.
Vocational education and training (VET) plays a central role in preparing young people for work, developing the skills of adults and responding to the labour-market needs of the economy. Teachers and leaders in VET can have an immediate and positive influence on learners’ skills, employability and career development. However, when compared to general academic programmes, there is limited evidence on the characteristics of teachers and institutional leaders in VET and the policies and practices of attracting and preparing them. VET teachers require a mix of pedagogical skills and occupational knowledge and experience, and need to keep these up to date to reflect changing skill needs in the labour market and evolving teaching and learning environments. This report fills the knowledge gap on teachers and leaders in VET, and produces new insights into what strategies and policies can help develop and maintain a well-prepared workforce. It zooms in on VET teacher shortages; strategies for attracting and retaining teachers; initial training and professional development opportunities for teachers; the use of innovative technologies and pedagogical strategies; and the important role of institutional leaders and strategies for better preparing and supporting them
OECD PISA 2018 Results - U.S. Media Briefing EduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
OECD PISA 2018 Results - U.K Media BriefingEduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
B pont int perspective on ed change bc boisi oct 2015Beatriz Pont
What are OECD countries education change and reform strategies? Are policy makers high expectations: matched with policy capacity to reach the classrooms? There is a need to have clear vision, focus on implementation and evaluation of reforms.
20 annual boisi lecture, Lynch School of Education, Boston College,October, 2015
http://frontrow.bc.edu/program/pont/
Insights from PISA for Schools and Local EducatorsEduSkills OECD
Over half a million students representing 28 million 15-year-olds in 65 countries/economies took an internationally agreed 2-hour test and responded to questions on their personal background, their schools and their engagement with learning and school
Higher Education in Norway - Labour Market Relevance and OutcomesEduSkills OECD
The higher education system in Norway generally produces graduates with good skills and labour market outcomes. This success can be largely attributed to Norway’s robust and inclusive labour market and recent higher education reforms to improve quality. However, some Norwegian students have poor labour market outcomes and past success is no guarantee of future success, especially as the Norwegian economy upskills and diversifies. This report provides advice and recommendations to improve the labour market relevance and the outcomes of higher education in Norway. The analysis finds that there is an opportunity to expand work-based learning opportunities, improve career guidance, and do a better job of using innovative learning and teaching practices to improve labour market relevance across the system. The report concludes that Norwegian policy makers have a larger role to play in steering the system. Policy makers can set the conditions for greater labour market relevance by strengthening the mechanism for collaboration between higher education institutions and employers, ensuring better coordination and use of labour market information, and redoubling efforts to support quality learning and teaching. This report was developed as part of the OECD Enhancing Higher Education System Performance project.
What does teaching look like? Launch of the Global Teaching InSights video studyEduSkills OECD
As education systems and schools around the world are being challenged in unprecedented ways, teachers are playing a central role in both supporting young people to navigate these difficult times and prepare them for the world ahead. But the true complexity of teaching is rarely seen and still little understood. What do we really mean by impactful, high-quality teaching? How does it actually drive learning and growth? What does all it mean in the context of COVID-19?
Andreas Schleicher, OECD Director of Education and Skills, discusses these issues and presents the findings of the Global Teaching InSights report, which looks at what practices teachers use to manage the classroom, provide social-emotional support, and deliver quality instruction. This new international study is unique in the type of evidence collected, using classroom videos from over 700 teachers across eight different countries and economies to understand the nuances of teaching, along with teaching materials, teachers’ and students’ views, and students tests in a pre-post design, all aimed at providing as detailed and rich a picture of teaching as possible.
Were socio-economically advantaged students better equipped to deal with lear...EduSkills OECD
According to data from the Programme for International Student Assessment (PISA), most students in 2018 responded that they believe in their ability to get through a difficult situation and are motivated to learn as much as possible.
But socio-economically disadvantaged students exhibit less of these beliefs and dispositions.
This may have serious implications for the unequal distribution of learning losses during the pandemic, meaning that poorer students may have been left behind to an even greater degree than we thought.
Andreas Schleicher, OECD Director for Education and Skills, presents a new analysis of PISA 2018 data and discusses what it can tell us about how prepared students across the world were for the hardships of learning during the COVID-19 crisis.
MaharaUK12 Apprenticeships using TotaraLMS & Mahara ePortfolios by Laurent Da...TDM
Laurent & Thomas gave this talk at MaharaUK12 talking about the way TotaraLMS and Mahara ePortfolios have been set up for Apprenticeship delivery at the Wyre Academy.
If you are interested in a bespoke system like this for delivering apprenticeships, get in touch, we'd love to share the experience!
www.opensourcesoftwareservices.com
www.wyreacademy.com
Building coherent digital identity with a digital storytellingBeata Jones
The presentation discusses how a digital storytelling ePortfolio can bring coherence to one’s digital identity, showcasing a Digication exemplar portfolio and discussing strategies for structuring an effective digital identity development ePortfolio learning context.
This was my presentation at the Online Educa in Berlin 2010 on the combination of using an LMS-Moodle and an ePortfolio Mahara for new ways of teaching and learning.
Personalising the Assessment Experience: Closing the Gap Between Learning, As...Kenji Lamb
This document discusses personalizing the assessment experience using PebblePad software. It describes PebblePad functions like scaffolded feedback forms, comment banks, and feedback conversations to include students in the assessment process. It also discusses tutor tools for marking assignments blindly or double blind, validation functions, and leaving footprints. Finally, it presents the principles of a personal learning space within PebblePad that supports lifelong learning.
Gordon McLeod presents on using the Mahara ePortfolio platform for reflective practice and feedback at the Royal Conservatoire of Scotland. Mahara allows for learner-led portfolio building and personalized learning through reflective journals, community reflections, and skill development. It provides ways for students to store and access files, create learning plans and groups, and receive self-help videos on using Mahara. Considerations are given around formal assessment within Mahara regarding privacy, verification, and ownership. An overview of new features in Mahara 1.4 is also provided.
Eportfolios for INTRA placement - a pilot study in the Schools of Biotechnolo...Mahara Hui
1. The document discusses a pilot study at Dublin City University to introduce eportfolios for students completing INTRA (Integrated Training) work placements.
2. Students would complete at least 6 diary entries during their placement tagging them with skills and attributes, and use these entries to inform a final INTRA report.
3. In their fourth year, students would be directed to their diary entries to build an ongoing skills profile for use with the Career Office.
Mahara and Collaboration: Building communities of practice.Mahara Hui
Presentation at Mahara Hui 2017 by Sue Smarti and Gwen Davitt (Te Rito Maioha Early Childhood New Zealand) in Auckland, New Zealand, on 7 April 2017.
YouTube presentation link can be found here: https://youtu.be/S2OTJX980SI
The document provides information about the 2015 Great Lakes Conference Annual Celebration hosted by Faith Covenant Church in Farmington Hills, Michigan from April 24-25. It includes welcome messages highlighting the theme of "Building on the Missional Markers" and exploring ministry of compassion, justice and race relations. The schedule lists workshops, banquet, worship and business meetings. It also provides hotel accommodation details for attendees.
Developing a Mahara Bootcamp for EducatorsMahara Hui
Presentation at Mahara Hui 2017 by Jamie Fulcher (Monash University) in Auckland, New Zealand, on 6 April 2017.
YouTube presentation can be found here: https://youtu.be/4UozfudGP3c
This document provides an overview of administering a school using the MyPortfolio platform. Key points include: maintaining accurate administrator contact information; managing user accounts, profiles, and content; providing first level technical support to users; keeping informed through online discussions and webinars; and knowing when to suspend vs delete user accounts. Resources like the MyPortfolio user manual and support contacts are also listed.
Reviews of National Policies for Education - Netherlands 2016EduSkills OECD
How can the Netherlands move its school system “from good to great”? This report draws on international experience to look at ways in which the strong Dutch school system might go further still on the path to excellence. Clearly the Dutch school system is one of the best in the OECD, as measured by PISA and PIAAC and is also equitable, with a very low proportion of poor performers. The report therefore proposes an incremental approach to reform, building on strengths while responding to some emerging challenges. The Netherlands should strengthen the quality of early childhood education and care, revisit policies related to early tracking with more objective testing and track decisions, and enhance the permeability of the system. It should develop the professionalism of teachers and school leaders through enhanced collective learning and working, while at the same time strengthening accountability and capacity in school boards. This report will be valuable not only for the Netherlands, but also to the many other education systems looking to raise their performance who are interested in the example of the Netherlands.
What’s the purpose of assessing higher education’s learning outcomesdvndamme
The document discusses the purpose and progress of the OECD's Assessment of Higher Education Learning Outcomes (AHELO) feasibility study and plans for a main study. It provides context on the goals of measuring undergraduate learning outcomes across countries and disciplines. Key points include: the feasibility study involved 17 countries and tested generic skills, economics, and engineering knowledge of over 23,000 students; analysis of results was completed in 2012; and a 2015 meeting with interested countries discussed framing the main study around transversal skills and providing individual results to increase engagement. The document also considers arguments for and against implementing such an international assessment of higher education outcomes.
Scotland's Curriculum for Excellence: Into the futureEduSkills OECD
Scotland (United Kingdom) pioneered the approach to 21st-century curricula when it first conceived its Curriculum for Excellence (CfE). Rolled out in schools since 2010, CfE aims to provide students with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools in order to understand the design and development of school curricula since 2015, aiming to uncover valuable lessons for other education systems and their own curriculum policies.
The International Association for the Evaluation of Educational Achievement (IEA) conducts large-scale international assessments of student achievement to support countries' efforts to monitor and improve education. IEA has a worldwide network of over 70 member countries and institutions that cooperate on studies conducted every few years, including the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS). IEA aims to provide comparative data, promote evidence-based policy dialogue, and encourage knowledge sharing to improve education globally.
Implementing Education Policies: Effective Change in EducationEduSkills OECD
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.
Assessment of Higher Education Learning OutcomesKolds
- The document discusses the Assessment of Higher Education Learning Outcomes (AHELO) project, an OECD initiative to assess learning outcomes in higher education internationally.
- AHELO aims to create valid measures of learning outcomes that can be used across cultures, languages, and types of higher education institutions. This will provide a more balanced assessment than rankings which often rely on input factors.
- The feasibility study will develop and test assessment instruments in engineering, economics, and generic skills, and collect contextual data from students and faculty. It will evaluate whether reliable cross-national assessment is possible and implementation is feasible.
Effective change in schools oecd pont 2018 mad 6 18Beatriz Pont
Education policy implementation: a framework for policy makers to help ensure that policies have impact in classrooms. Stakeholder engagement, smart policy design, conducive context and a coherent strategy
The Funding of School Education - Connecting Resources and LearningEduSkills OECD
Launch Seminar, 26 June 2017, Brussels with Deborah Nusche & Thomas Radinger, OECD, Directorate for Education and Skills
School systems have limited financial resources with which to pursue their objectives and the design of school funding policies plays a key role in ensuring that resources are directed to where they can make the most difference. As OECD school systems have become more complex and characterised by multi-level governance, a growing set of actors are increasingly involved in financial decision-making. This requires designing funding allocation models that are aligned to a school system’s governance structures, linking budget planning procedures at different levels to shared educational goals and evaluating the use of school funding to hold decision makers accountable and ensure that resources are used effectively and equitably.
AHDS Annual Conference 2014 - Graham DonaldsonAHDScotland
The document discusses factors driving change in education and implications for the future of education. It summarizes key messages from international assessments and examples from other education systems. The Scottish education system aims to provide broad education for all students through its Curriculum for Excellence reforms while also raising standards. This includes revitalizing teacher education and supporting career-long professional learning through the new Scottish College for Educational Leadership.
This document summarizes key points from the OECD's 2014 Education Policy Outlook report. It discusses common trends in education reforms across OECD countries, focusing on reforms aimed at improving equity, quality, and preparing students for the future. Specific policies discussed include investing in early childhood education, targeting disadvantaged students, reforming vocational education, improving teacher quality, and strengthening evaluation systems. Charts and figures presented show data on student performance, spending, and system-level reforms implemented in various countries.
Presentation by Richard Yelland, OECD Head of Policy Advice and Implementatio...unicefmne
Presentation by Mr Richard Yelland, OECD Head of Policy Advice and Implementation Division, at the conference "Quality Education for Better Schools, Results and Future" organized by UNICEF and the Ministry of Education in Podgorica, July 8-10, 2014
Conferencia de Alfonso Echazarra, analista de la OCDE, sobre los resultados de PISA 2015 y el futuro de esta evaluación presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
OECD School Resources Review - Project Overview 2020EduSkills OECD
The OECD School Resources Review aims to help countries make resource decisions that support quality, equity and efficiency in school education. The Review provides country-specific and comparative analysis on the use of financial, physical and human resources in school systems. It offers policy advice on how to govern, distribute and manage resources so that they contribute to achieving countries’ educational objectives. More information on the project and its publications can be found at: http://www.oecd.org/education/school-resources-review/.
This document discusses the OECD's AHELO initiative to assess learning outcomes in higher education. It aims to develop measures of what students know and can do that provide better information to stakeholders. The feasibility study will pilot test assessments in generic skills, disciplines like engineering and economics, value-added learning, and collect contextual data on institutions and students. It will determine if reliable cross-national comparisons are possible and what feedback could be provided to institutions and students. The study will involve countries and institutions globally and aims to prove the concept is scientifically valid and practically feasible before a potential full-scale pilot.
Implementing structural reforms with the OECD: the role of education and skil...dvndamme
1) Unemployment remains high in OECD countries and income inequality has increased, reinforcing the need to promote inclusive growth.
2) Education and skills play an important role in fostering both economic growth and social inclusion, but average attainment rates only tell part of the story. Equitable access to education and balanced skills distributions are more important.
3) National education systems and policies can impact skills inequality and social mobility by influencing opportunities, outcomes and skills distributions. The OECD can provide policy advice and support to education reforms aimed at promoting inclusive growth.
Presentation by Dirk Van Damme, Head of the Innovation and Measuring Progress Division, OECD Directorate for Education and Skills, during the meeting of the OECD Global Parliamentary Network in Mexico City (23-24 June 2014).
by Andreas Schleicher, Director for the Directorate of Education and Skills
The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education systems. Yet countries across the world share the goal of minimising any adverse impact of students’ socio-economic status on their performance in school. PISA shows that, rather than assuming that inequality of opportunity is set in stone, school systems can become more equitable over a relatively short time.
The document outlines Chile's plans for improving education through the Preferential School Subsidy Act and Education Improvement Plans. It discusses how the PSS provides additional funding to schools serving priority students from vulnerable backgrounds to support quality education reforms. The EIP model involves schools conducting diagnostics, planning improvements, implementing and monitoring plans, and evaluating results in continual cycles to strengthen management practices and student outcomes. The reforms aim to create an equitable, inclusive system promoting student well-being and development over standardized test scores alone.
OECD Reviews of Evaluation and Assessment in Education: SWEDEN - Stockholm – ...EduSkills OECD
The document summarizes an OECD review of evaluation and assessment frameworks in Sweden. It finds that Sweden has a well-established approach built on trust and school autonomy, but could better integrate components like student assessment, teacher appraisal, and school and system evaluation. It recommends Sweden develop a strategic framework, increase the reliability of national assessments, strengthen teacher appraisal and its link to school evaluation, and improve system monitoring by mobilizing existing data.
The document discusses transparency and oversight of political party financing. It finds that financial contributions to political parties are not fully transparent and are still vulnerable to political and foreign influence. Additionally, financial reports from political parties are not always publicly available or submitted on time according to regulations.
Summary of the OECD expert meeting: Construction Risk Management in Infrastru...OECD Governance
Presented at the OECD expert meeting "Construction Risk Management in Infrastructure Procurement: The Loss of Appetite for Fixed-Price Contracts", held on 17 May 2023 at the OECD, Paris and online.
Using AI led assurance to deliver projects on time and on budget - D. Amratia...OECD Governance
Presented at the OECD expert meeting "Construction Risk Management in Infrastructure Procurement: The Loss of Appetite for Fixed-Price Contracts", held on 17 May 2023 at the OECD, Paris and online.
ECI in Sweden - A. Kadefors, KTH Royal Institute of Technology, Stockholm (SE)OECD Governance
This document discusses different construction project delivery and payment models. It begins by outlining common delivery models like design-bid-build and design-build. It then explains different payment methods that can be used like fixed price, unit prices, and cost-reimbursable. The document also discusses pricing strategies and how they relate to risk transfer between parties. It provides details on collaborative models like early contractor involvement and discusses selecting the optimal contract based on a client's project risks, desired influence, and market conditions.
Building Client Capability to Deliver Megaprojects - J. Denicol, professor at...OECD Governance
Presented at the OECD expert meeting "Construction Risk Management in Infrastructure Procurement: The Loss of Appetite for Fixed-Price Contracts", held on 17 May 2023 at the OECD, Paris and online.
Procurement strategy in major infrastructure: The AS-IS and STEPS - D. Makovš...OECD Governance
Presented at the OECD expert meeting "Construction Risk Management in Infrastructure Procurement: The Loss of Appetite for Fixed-Price Contracts", held on 17 May 2023 at the OECD, Paris and online.
Procurement of major infrastructure projects 2017-22 - B. Hasselgren, Senior ...OECD Governance
Presented at the OECD expert meeting "Construction Risk Management in Infrastructure Procurement: The Loss of Appetite for Fixed-Price Contracts", held on 17 May 2023 at the OECD, Paris and online.
ECI Dutch Experience - A. Chao, Partner, Bird&Bird & J. de Koning, Head of Co...OECD Governance
This document discusses ECI Dutch experience with collaborative contracting. It mentions a McKinsey report from 2018 on collaborative contracting and recent developments in the field. Finally, it provides lessons learned from a project in Amsterdam called Bouwteam De Nieuwe Zijde Noord.
ECI in Sweden - A. Kadefors, KTH Royal Institute of Technology, StockholmOECD Governance
Presented at the OECD expert meeting "Construction Risk Management in Infrastructure Procurement: The Loss of Appetite for Fixed-Price Contracts", held on 17 May 2023 at the OECD, Paris and online.
EPEC's perception of market developments - E. Farquharson, Principal Adviser,...OECD Governance
Presented at the OECD expert meeting "Construction Risk Management in Infrastructure Procurement: The Loss of Appetite for Fixed-Price Contracts", held on 17 May 2023 at the OECD, Paris and online.
Geographical scope of the lines in Design and Build - B.Dupuis, Executive Dir...OECD Governance
Presented at the OECD expert meeting "Construction Risk Management in Infrastructure Procurement: The Loss of Appetite for Fixed-Price Contracts", held on 17 May 2023 at the OECD, Paris and online.
Executive Agency of the Dutch Ministry of Infrastructure and Water Management...OECD Governance
Presented at the OECD expert meeting "Construction Risk Management in Infrastructure Procurement: The Loss of Appetite for Fixed-Price Contracts", held on 17 May 2023 at the OECD, Paris and online.
Presentation of OECD Government at a Glance 2023OECD Governance
Paris, 30 June, 2023
Presentation by Elsa Pilichowski, Director for Public Governance, OECD.
The 2023 edition of Government at a Glance provides a comprehensive overview of public governance and public administration practices in OECD Member and partner countries. It includes indicators on trust in public institutions and satisfaction with public services, as well as evidence on good governance practices in areas such as the policy cycle, budgeting, procurement, infrastructure planning and delivery, regulatory governance, digital government and open government data. Finally, it provides information on what resources public institutions use and how they are managed, including public finances, public employment, and human resources management. Government at a Glance allows for cross-country comparisons and helps identify trends, best practices, and areas for improvement in the public sector.
See: https://www.oecd.org/publication/government-at-a-glance/2023/
The Protection and Promotion of Civic Space: Strengthening Alignment with Int...OECD Governance
Infographics from the OECD report "The Protection and Promotion of Civic Space Strengthening Alignment with International Standards and Guidance".
See: https://www.oecd.org/gov/the-protection-and-promotion-of-civic-space-d234e975-en.htm
OECD Publication "Building Financial Resilience
to Climate Impacts. A Framework for Governments to manage the risks of Losses and Damages.
Governments are facing significant climate-related risks from the expected increase in frequency and intensity of cyclones, floods, fires, and other climate-related extreme events. The report Building Financial Resilience to Climate Impacts: A Framework for Governments to Manage the Risks of Losses and Damages provides a strategic framework to help governments, particularly those in emerging market and developing economies, strengthen their capacity to manage the financial implications of climate-related risks. Published in December 2022.
OECD presentation "Strengthening climate and environmental considerations in infrastructure and budget appraisal tools"
by Margaux Lelong and Ana Maria Ruiz during the 9th Meeting of the OECD Paris Collaborative on Green Budgeting held on 17 and 18 of April 2023 in Paris.
OECD presentation "Building Financial Resilience to Climate Impacts. A Framework to Manage the Risks of Losses and Damages" by Andrew Blazey, Stéphane Jacobzone and Titouan Chassagne. Presented during the 9th Meeting of the OECD Paris Collaborative on Green Budgeting held on 17 and 18 of April 2023 in Paris
OECD Presentation "Financial reporting, sustainability information and assurance" by Peter Welch during the 5th Session during the 9th Meeting of the OECD Paris Collaborative on Green Budgeting held on 17 and 18 of April 2023 in Paris
This document summarizes developments in sovereign green bond markets. It discusses approaches to incorporating environmental, social, and governance (ESG) factors into public debt management. Sovereign green bond issuance has grown significantly in both advanced and emerging economies since 2016. Green bonds make up the largest share of the labeled bond market. Major benefits of sovereign green bonds include their positive impact on creditworthiness and alignment with ESG policies. However, issuers also face challenges such as additional costs and complexity of the issuance process. Common leading practices emphasize transparency, collaboration, and commitment to reporting.
UN WOD 2024 will take us on a journey of discovery through the ocean's vastness, tapping into the wisdom and expertise of global policy-makers, scientists, managers, thought leaders, and artists to awaken new depths of understanding, compassion, collaboration and commitment for the ocean and all it sustains. The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
A Guide to AI for Smarter Nonprofits - Dr. Cori Faklaris, UNC CharlotteCori Faklaris
Working with data is a challenge for many organizations. Nonprofits in particular may need to collect and analyze sensitive, incomplete, and/or biased historical data about people. In this talk, Dr. Cori Faklaris of UNC Charlotte provides an overview of current AI capabilities and weaknesses to consider when integrating current AI technologies into the data workflow. The talk is organized around three takeaways: (1) For better or sometimes worse, AI provides you with “infinite interns.” (2) Give people permission & guardrails to learn what works with these “interns” and what doesn’t. (3) Create a roadmap for adding in more AI to assist nonprofit work, along with strategies for bias mitigation.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
This report explores the significance of border towns and spaces for strengthening responses to young people on the move. In particular it explores the linkages of young people to local service centres with the aim of further developing service, protection, and support strategies for migrant children in border areas across the region. The report is based on a small-scale fieldwork study in the border towns of Chipata and Katete in Zambia conducted in July 2023. Border towns and spaces provide a rich source of information about issues related to the informal or irregular movement of young people across borders, including smuggling and trafficking. They can help build a picture of the nature and scope of the type of movement young migrants undertake and also the forms of protection available to them. Border towns and spaces also provide a lens through which we can better understand the vulnerabilities of young people on the move and, critically, the strategies they use to navigate challenges and access support.
The findings in this report highlight some of the key factors shaping the experiences and vulnerabilities of young people on the move – particularly their proximity to border spaces and how this affects the risks that they face. The report describes strategies that young people on the move employ to remain below the radar of visibility to state and non-state actors due to fear of arrest, detention, and deportation while also trying to keep themselves safe and access support in border towns. These strategies of (in)visibility provide a way to protect themselves yet at the same time also heighten some of the risks young people face as their vulnerabilities are not always recognised by those who could offer support.
In this report we show that the realities and challenges of life and migration in this region and in Zambia need to be better understood for support to be strengthened and tuned to meet the specific needs of young people on the move. This includes understanding the role of state and non-state stakeholders, the impact of laws and policies and, critically, the experiences of the young people themselves. We provide recommendations for immediate action, recommendations for programming to support young people on the move in the two towns that would reduce risk for young people in this area, and recommendations for longer term policy advocacy.
Contributi dei parlamentari del PD - Contributi L. 3/2019Partito democratico
DI SEGUITO SONO PUBBLICATI, AI SENSI DELL'ART. 11 DELLA LEGGE N. 3/2019, GLI IMPORTI RICEVUTI DALL'ENTRATA IN VIGORE DELLA SUDDETTA NORMA (31/01/2019) E FINO AL MESE SOLARE ANTECEDENTE QUELLO DELLA PUBBLICAZIONE SUL PRESENTE SITO
United Nations World Oceans Day 2024; June 8th " Awaken new dephts".Christina Parmionova
The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
RFP for Reno's Community Assistance CenterThis Is Reno
Property appraisals completed in May for downtown Reno’s Community Assistance and Triage Centers (CAC) reveal that repairing the buildings to bring them back into service would cost an estimated $10.1 million—nearly four times the amount previously reported by city staff.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Practical guide for the celebration of World Environment Day on june 5th.
Perfromance Information in the Education Sector by Paulo Santiago
1. Performance Information in the Education
Sector
Session 4a – Performance Informed Budgeting in Practice using a
Sectoral Perspective
10th Annual Meeting of the OECD Senior Budget Officials Performance and
Results Network
Paris, 24-25 November, 2014
From Education System Evaluation to Funding in
Education
Paulo Santiago, Senior Analyst
Directorate for Education and Skills
2. Outline of Presentation
1. Expenditure in School Education
2. Education System Evaluation: Generating
Performance Information
3. The OECD School Resources Review
4. Funding of School Education
4. In 2011, OECD countries spent an average of 3.9% of their GDP on
primary, secondary and post-secondary non-tertiary education
Expenditure on educational institutions as a percentage of GDP (2011). From public and
private sources, by level of education and source of funds
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
5.5
New Zealand
Argentina
Iceland
United Kingdom
Ireland
Denmark
Belgium
Israel
Colombia
Korea
Australia
Finland
Switzerland
Netherlands
Canada
Mexico
France
Sweden
Slovenia
United States
Chile
Portugal
Austria
EU 21 average
Poland
Estonia
Luxembourg
Spain
Germany
Italy
Latvia
Japan
Czech Republic
Slovak Republic
Russian…
Norway
Brazil
% of GDP
Primary, secondary and post-secondary non-tertiary education
Public expenditure on education institutions Private expenditure on education institutions
OECD average (total
expenditure)
5. In 2011, 13% of total public spending was devoted to education
Total public expenditure on education as a percentage of total public expenditure (1995, 2005,
2011)
0
5
10
15
20
25
New Zealand
Mexico
Brazil
Korea
Switzerland
Iceland
Denmark
Norway
Australia
Israel
Estonia
United States
Canada
Sweden
Ireland
OECD average
Belgium
Finland
EU21 average
United Kingdom
Netherlands
Austria
Poland
Slovenia
Germany
Russian Federation
Portugal
Slovak Republic
Spain
Czech Republic
France
Hungary
Japan
Italy
% of total public
expenditure 2011 2005 1995
6. Source: PISA 2012 Results: What makes schools successful? Resources, policies and practices, Volume IV, Figure IV.1.8.
Slovak Republic
Czech Republic
Estonia
Israel
Poland
Korea
Portugal
New Zealand
Canada
Germany
Spain
France
Italy
Singapore
Finland
Japan
Slovenia Ireland
Iceland
Netherlands
Sweden
Belgium
United Kingdom
Australia
Denmark
United States
Austria
Norway
Switzerland
Luxembourg
Viet Nam
Jordan
Peru
Thailand
Malaysia
Uruguay
Turkey
Colombia
Tunisia
Mexico
Montenegro
Brazil
Bulgaria
Chile
Croatia
Lithuania
Latvia
Hungary
Shanghai-China
R² = 0.01
R² = 0.37
300
350
400
450
500
550
600
650
0 20 000 40 000 60 000 80 000 100 000 120 000 140 000 160 000 180 000 200 000
Mathematics performance (score points)
Average cumulative spending per student from the age of 6 to 15 (USD, PPPs)
Above a certain level of investment, the key factor is how
to spend available funding most effectively
Student performance and average spending per student
8. OECD educational policy reviews
OECD Reviews of Evaluation and Assessment in Education (Schools)
Highlights the importance of context. Different systems are at different
stages in developing an evaluation and assessment framework.
Expansion of evaluation in
school systems
Greater reliance on
educational standards
Increased importance of
measurement and
indicators
Accountability purpose is
gaining importance
Building capacity for
Evaluation and Assessment
(E&A)
Aligning goals of education
system with E&A
Going beyond measurement
Effectively conceiving
accountability
Main trends Policy priorities
9. Education System Evaluation:
Generating Performance Information
• Drivers:
– The rising importance of education in a global world
– The growing imperative of an efficient use of public resources
– Greater decentralisation and school autonomy
– Greater accountability in the public sector – including in budgetary procedures
– The growing importance of evidence-based policy
• Purposes:
– To monitor:
• Student outcomes at a given point in time (differences among different regions within
the education system and given student groups) and changes in student outcomes
over time
• Broader outcomes of education systems (e.g. labour market outcomes; social
outcomes)
• The impact of given policy initiatives or educational programmes
• Demographic, administrative and contextual data which are useful to explain the
outcomes of the education system
– To generate and feedback information for different agents in the education system;
– To use the generated information for analysis, development and implementation of
policies.
10. Education System Evaluation:
Reference standards
– National education goals and objectives, e.g.
• Provide high-quality education to students; promote national values
and civic responsibilities; develop skills in the economy.
– Specific priorities: e.g. improve equity; goals for specific groups
– References used in national assessments
• National curriculum goals; National learning progressions; National
standards; National curriculum goals and standards
– Specific targets set to be achieved over a certain timeline
• Also supra-national, e.g. EU benchmarks
11. Education System Evaluation:
Specific targets
Examples of targets:
– Mexico (2007-2012): education system evaluation framed by Education Sector
Programme with 6 policy objectives (e.g. promotion of ICT in education) and 41
indicators (each with a target and the respective measure)
– Northern Ireland: Programme for Government 2011-15 includes high-level targets
for the performance of the education system by 2015 (e.g. 66% of young people
achieve at least 5 General Certificates in Secondary Education with a mark of A to C
in mathematics, English and three other subjects)
– Supra-national, e.g. EU benchmarks to be achieved by 2020
• At least 95% of children between the age of 4 and the age for starting primary
education should participate in early childhood education
• The share of 15-year-olds with insufficient abilities in reading, mathematics and
science should be less than 15% (measure by PISA)
• The share of early leavers from education and training should be less than 10%
• The share of 30-34 year-olds with tertiary educational attainment should be at
least 40%
12. Education System Evaluation:
Procedures
• Instruments:
– Indicator frameworks;
– Tools to monitor student outcomes (national assessments; longitudinal
research and surveys; international assessments);
– Qualitative reviews of particular aspects of the school system (ad hoc
reviews; evaluative information generated via external school system
reviews);
– Stakeholder surveys; and
– The evaluation of specific programmes and policies
13. Education System Evaluation:
Prominence of international student assessments
• The profile of the results from international student assessments has been
significantly raised in national policy discussions
– Perceived as indicators of future economic competitiveness
– Highlighted the importance of monitoring student outcomes
– Aspirational targets for performance are established (e.g. in PISA)
• A number of countries has established PISA targets
– Denmark (2010): Danish students to be in the top five countries as judged in
international assessments.
– Australia (National Plan for School Improvement, 2012): to be among the top five
school systems in the world by 2025 in mathematics, science and reading
achievement.
14. Student performance and equity
Peru
Chile
Bulgaria
Hungary
Slovak Republic
Portugal
Luxembourg
France
Uruguay
New Zealand
Chinese Taipei
Belgium
Costa Rica
Romania
Israel
Germany
Indonesia
Colombia
Tunisia
Argentina
Brazil
Malaysia
Turkey
Greece
Lithuania
Latvia Russian Fed. Spain
UK
Czech Republic
Denmark
Slovenia
Ireland
Austria
Viet Nam
Switzerland
Singapore
Shanghai-China
Poland
United States
Croatia
Netherlands
Montenegro
Serbia
Hong Kong-China
Estonia
Finland
Thailand
Japan
Sweden
Australia
Canada
Jordan
Macao-China
U.A.E. Kazakhstan
Iceland
Qatar
Norway
Mexico
Liechtenstein
Korea
Italy
300
350
400
450
500
550
600
650
30 25 20 15 10 5 0
OECD
average
OECD average
Percentage of variance in performance explained by ESCS (r-squared x 100)
Mean mathematics performance
Below average mathematics performance
Below average impact of socio-economic
background
Above average mathematics performance
Below average impact of socio-economic
background
Below average mathematics performance
Above average impact of socio-economic
background
Above average mathematics performance
Above average impact of socio-economic
background
Relationship between mathematics performance and variation in
performance explained by students’ socio-economic status
15. Education System Evaluation - Example
Australia
References and standards (National level)
• Council of Australian Governments (COAG) National Productivity Agenda
– Includes a set of aspirations, outcomes, progress measures, and policy directions for
education
• Melbourne Declaration on Educational Goals for Young Australians
– Articulates future directions and aspirations for Australian schooling
• Australian Curriculum
• Priority areas / Education targets [e.g. Increased proportion of young Australians attaining
secondary education; halve the gap for indigenous students within a decade]
Methods and instruments (National level)
• National Assessment Program
– NAPLAN – Literacy and Numeracy: full cohort tests in reading, writing, spelling, grammar and
punctuation, and numeracy at Year levels 3, 5, 7 and 9.
– Sample assessments: Cyclical sample surveys in science, ICT, civics and citizenship in Years 6
and 10.
– International assessments: PISA, TIMSS, PIRLS
• Measurement Framework for National Key Performance Measures
• Independent reviews
16. OECD Indicators of Education Systems
(INES) – Education at a Glance
The INES organising framework includes three major policy perspectives:
• quality of educational outcomes and educational provision;
• equality of educational outcomes and equity in educational
opportunities; and
• adequacy, effectiveness and efficiency of resource management.
Comparative
information
for different levels of
education on:
Student enrolment,
entrance and
graduation rates
Educational
personnel
Educational
finance
Comparative
information:
Teaching and
learning
environments
(TALIS 2008;
PISA surveys)
Student outcomes at age
15
Reading, Mathematics and
Science
(PISA 2000, 2003, 2006,
2009, 2012….)
Survey of Adult Skills
(16-65)
(Literacy, Problem-Solving,
Numeracy, Skills-Use)
(PIAAC)
17. Education System Evaluation:
Policy Options
Governance: Being systematic and strategic for better informed policy
making
• Ensure a broad concept of education system evaluation within the E&A framework
• Ensure policy making is informed by high-quality measures, but not driven by their
availability
• Situate education system evaluation in the broader context of public sector performance
requirements
Procedures: Developing an approach to learn from a broad evidence base
• Develop a national education indicator framework
• Design a national strategy to monitor student learning standards
• Ensure the collection of: qualitative information; and contextual information to monitor
equity
• Assure the monitoring of changes over time and progress of particular student cohorts
19. OECD School Resources Review:
Objectives
Overarching policy question:
“What policies best ensure that school resources are effectively used to
improve student outcomes?”
• Key issues for analysis
o Funding of school education [including budgeting in education]
Level of resources; sources of revenue; education budgeting procedures; forecasting
resource needs; resource strategy; distribution of funding across administrative levels,
education levels, sectors and individual schools; monitoring of resource use; capacity for
resource management; transparency and reporting.
o Management of human resources (e.g. teachers, school directors)
o Organisation of school network (location, size of schools)
The Review will:
• Synthesise research-based evidence on effective resource use in the school sector
and disseminate this knowledge among countries
• Identify innovative and successful policy initiatives and practices
• Identify policy options for policy makers to consider.
20. Context
Economic
Demographic
Political
Cultural
Governance
OECD School Resources Review:
Analytical framework and Key Issues
Optimal outputs
Access,
participation,
completion
Learning outcomes
Labour market &
social outcomes
Resource
Distribution
Resource
Utilisation
Resource
Management
Education System Goals
21. OECD School Resources Review:
Participation
• Austria
• Belgium (Flemish Community)
• Chile
• Czech Republic
• Denmark
• Estonia
• Kazakhstan
• Lithuania
• Slovak Republic
• Uruguay
Country Reviews
• Belgium (French Community)
• Iceland
• Luxembourg
• Spain
• Sweden
Country
Background
Reports
23. Funding of School Education
A diversity of
channels for
funding distribution:
Central
government to line
ministries
From Ministry of
Education to local
authorities
To schools
through funding
formulas
A range of factors used in Funding Formulae, including:
• Number of students, class size, characteristics of student population,
qualifications of teachers
• Type of educational offer (e.g. VET vs General programmes), school
location, size of school
Performance measures typically not used
Requires high-quality and reliable data at the school level
24. • Comparative indicators of school performance can miss important aspects of
school quality
– Standardised performance measures
• Often limited to discrete areas of student learning objectives
• Often cross-sectional and do not allow monitoring of school progress
• Often do not identify impact of the school on student outcomes (value-added
measures are needed)
• Use of performance measures for accountability:
• Not strongly linked to financial rewards/sanctions
• Very different policies on how these feed into decisions on possible school
closure
• Closer supervision of schools with quality concerns
• Reward of more autonomy to schools with good evaluation results
• Care with accountability uses of school performance measures
• Over emphasis on what is assessed in performance measures; narrowing of
the curriculum; teaching to the test; hinder innovation.
• Stigmatisation of particular schools and unintended impacts on parental
choice of schools. Complacency of schools performing well on such
measures.
School Evaluation: Use of performance
measures
25. Thank you for your attention!
www.oecd.org/edu/evaluationpolicy
www.oecd.org/edu/school/schoolresourcesreview.htm
paulo.santiago@oecd.org