The social consequences of the crisis were still deepening in 2013especially among the most vulnerable groups such as low-educated young adults
Societies with skilled individuals are prepared to respond to the current and future potential crises... More educated people contribute to more democratic societies and sustainable economies, are less dependent on public aid and less vulnerable to economic downturns. Investing in education for all, and in particular for children from disadvantaged backgrounds, is both fair and economically efficient.
Education in Latvia - Progress, Challenges and RecommendationsEduSkills OECD
How can Latvia improve the quality and equity of its education system and realise long-term efficiency gains? This report covers the whole education system from early childhood education and care to tertiary education and provides an assessment of Latvia’s policies and practices against the best approaches in education and skills across the OECD. This international comparison brings to the fore the many strengths of Latvia’s education system, but also highlights the challenges it faces and provides a number of recommendations in response. This report will be of value to Latvia but also policy makers in other countries looking to raise the quality, equity and efficiency of their education system.
Raising Performance in Lithuanian Education - An International PerspectiveEduSkills OECD
Lithuania has achieved steady expansion of participation in education, substantially widening access to early childhood education and care and tertiary education, coupling this with nearly universal participation in secondary education. However, if Lithuania’s education system is to help the nation respond effectively to economic opportunities and demographic challenges, improvements in the performance of its schools and its higher education institutions are needed. Improved performance requires that Lithuania clarify and raise expectations of performance, align resources in support of raised performance expectations, strengthen performance monitoring and the assurance of quality, and build institutional capacity to achieve high performance. This orientation to improvement should be carried across each sector of its education system.
Presentatie op congres jeugdwerkloosheid van de Koninklijke Vlaamse Academie van Belgie. Thema's: basiskwalificatie voor iedereen, meer hooggeschoolden, betere trajecten in beroepsopleiding en
International Summit on the Teaching Profession - The Future of Teaching and ...EduSkills OECD
This report discusses policies and practices that shape quality and equity in early childhood education and care. It examines how the work environment, including the educational background of staff, and the policies that shape teaching approaches affect the quality of the education provided to our youngest learners. The book concludes with an overview of current thinking about how young children use, and are affected by, information and communication technologies (ICT). Linking the way children interact with ICT inside of school to the way they already use it outside of school could be the key to unlocking technology’s potential for learning.Children learn at a faster rate during the first five years of their life than at any other time, developing cognitive, and social and emotional skills that are fundamental to their future achievements and well-being throughout childhood and as adults. Despite compelling evidence that high quality early childhood education and care programmes can make a crucial difference to children’s progress through school and success in adult life, large differences in access to and the quality of these programmes persist within and across countries.
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.
Education in Latvia - Progress, Challenges and RecommendationsEduSkills OECD
How can Latvia improve the quality and equity of its education system and realise long-term efficiency gains? This report covers the whole education system from early childhood education and care to tertiary education and provides an assessment of Latvia’s policies and practices against the best approaches in education and skills across the OECD. This international comparison brings to the fore the many strengths of Latvia’s education system, but also highlights the challenges it faces and provides a number of recommendations in response. This report will be of value to Latvia but also policy makers in other countries looking to raise the quality, equity and efficiency of their education system.
Raising Performance in Lithuanian Education - An International PerspectiveEduSkills OECD
Lithuania has achieved steady expansion of participation in education, substantially widening access to early childhood education and care and tertiary education, coupling this with nearly universal participation in secondary education. However, if Lithuania’s education system is to help the nation respond effectively to economic opportunities and demographic challenges, improvements in the performance of its schools and its higher education institutions are needed. Improved performance requires that Lithuania clarify and raise expectations of performance, align resources in support of raised performance expectations, strengthen performance monitoring and the assurance of quality, and build institutional capacity to achieve high performance. This orientation to improvement should be carried across each sector of its education system.
Presentatie op congres jeugdwerkloosheid van de Koninklijke Vlaamse Academie van Belgie. Thema's: basiskwalificatie voor iedereen, meer hooggeschoolden, betere trajecten in beroepsopleiding en
International Summit on the Teaching Profession - The Future of Teaching and ...EduSkills OECD
This report discusses policies and practices that shape quality and equity in early childhood education and care. It examines how the work environment, including the educational background of staff, and the policies that shape teaching approaches affect the quality of the education provided to our youngest learners. The book concludes with an overview of current thinking about how young children use, and are affected by, information and communication technologies (ICT). Linking the way children interact with ICT inside of school to the way they already use it outside of school could be the key to unlocking technology’s potential for learning.Children learn at a faster rate during the first five years of their life than at any other time, developing cognitive, and social and emotional skills that are fundamental to their future achievements and well-being throughout childhood and as adults. Despite compelling evidence that high quality early childhood education and care programmes can make a crucial difference to children’s progress through school and success in adult life, large differences in access to and the quality of these programmes persist within and across countries.
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.
Despite increased funding and many reforms, most education systems are still seeking ways to better prepare their students for a world in which technological change and the digital revolution are changing the way we work, live and relate to one another. Education systems that have succeeded in improving student outcomes show that the way forward is by making teachers the top priority. The adaptability of education systems and their ability to evolve ultimately depends on enabling teachers to transform what and how students learn. This requires strong support and training for teachers, both before and after they enter the profession, with new forms of professional development to help teachers engage in more direct instruction and adapt it to the needs of their diverse classrooms. Education systems need to perform well in two dimensions: excellence and equity. Many high performers do well on both, demonstrating that they are not mutually exclusive. To do so requires specific measures to overcome factors that can hinder student performance, such as socio-economic background, immigrant status and gender.
Achieving Equity and Inclusion in Education: An OECD PerspectiveEduSkills OECD
Invited to present and discuss "Achieving Equity and Inclusion in Public Education Systems", Beatriz Pont gave a keynote speech at the Education International Global Education Conference, Unite for Quality Education, 27-28 May, Montreal, Canada. Beatriz’s presentation builds on the Equity and Quality in Education and the Education Policy Outlook series.
More information at www.oecd.org/edu/policyoutlook.htm
What can schools do to develop positive, high-achieving students? Insights fr...EduSkills OECD
The work of teachers matters in many different ways. Not only do they provide students with the knowledge and skills needed to thrive in the labour market, but they also help develop the social-emotional skills that are vital for students’ personal development and for their active citizenship. But how do teachers best achieve this?
By linking 2018 data from the Teaching and Learning International Survey (TALIS) with evidence from the Programme for International Student Assessment (PISA) – known as the TALIS-PISA link – a new OECD report identifies the teacher and school factors that matter most for student achievement and social-emotional development.
In this presentation, OECD Director for Education and Skills Andreas Schleicher unveils the new findings and looks at the implications for policy makers, students and teachers across the world.
Academic Resilience - What Schools and Countries do to Help Disadvantaged St...EduSkills OECD
Researchers and policy makers have been focusing on socio-economic disparities in academic achievement since the 1960s. Decades of empirical studies show that socioeconomically disadvantaged students are more likely to: drop out of school, repeat a grade, finish their studies at the same time as their more advantaged peers with less prestigious qualifications, and, in general, have lower learning outcomes as indicated by their poor performance in standardised assessments such as the Programme for International Student Assessment (PISA)
The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum. Transitions like these enhance the likelihood that the positive impacts of early learning and care will last through primary school and beyond. While transition policies have been on the agenda of many countries over the past decade, little research has been done into how OECD countries design, implement, manage and monitor transitions. Filling these gaps is important for designing early years’ policies that are coherent, equitable and sustainable.
This report takes stock of and compares the situation across 30 OECD and partner countries, drawing on in-depth country reports and a questionnaire on transition policies and practices. It focuses on the organisation and governance of transitions; and the policies and strategies to ensure professional, pedagogical and developmental continuity between early childhood education and care settings and schools. The report describes the main policy challenges highlighted by participating countries, along with a wealth of practical strategies for tackling them. The publication concludes with six “cross-cutting” pointers to guide future policy development.
Presentation of Starting Strong IV by Montserrat Gomendio, OECDEduSkills OECD
Presentation of Starting Strong IV, the new report by the OECD on monitoring quality in early childhood education and care, launched on 28 October 2015 at the International Early Childhood Education and Care Event on Monitoring Quality in Dublin
TALIS 2018 - Teacher professionalism in the face of COVID-19 (Paris, 23 Mar...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.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
The 2016 edition introduces a new indicator on the completion rate of tertiary students and another one on school leaders. It provides more trend data and analysis on diverse topics, such as: teachers’ salaries; graduation rates; expenditure on education; enrolment rates; young adults who are neither employed nor in education or training; class size; and teaching hours. The publication examines gender imbalance in education and the profile of students who attend, and graduate from, vocational education.
The report covers all 35 OECD countries and a number of partner countries (Argentina, Brazil, China, Colombia, Costa Rica, India, Indonesia, Lithuania, the Russian Federation, Saudi Arabia and South Africa).
This edition includes more than 125 figures and 145 tables. The Excel™ spreadsheets used to create them are available via the StatLinks provided throughout the publication. More data is available in the OECD Education Statistics database.
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD. Poverty is not destiny The country where migrants go to school matters more than the country where they came from. Technology can amplify innovative teaching. Countries where students have stronger beliefs in their abilities perform better in mathematics.
International Summit on the Teaching Profession - Framing the IssuesEduSkills OECD
by Andreas Schleicher, Director for Education and Skills, OECD. - If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force. Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World, the background report to the sixth International Summit on the Teaching Profession, describes the knowledge, skills and character qualities common to the most effective teachers. It examines the education policies and practices that help teachers to acquire these tools, including through induction and mentoring programmes, ongoing professional development activities, student assessments, and collaboration with colleagues. The publication also discusses the importance of involving all stakeholders – especially teachers – in the process of education reform.
The resilience of students with an immigrant background - factors that shape ...EduSkills OECD
The Resilience of Students with an Immigrant Background: Factors that Shape Well-being reveals some of the difficulties students with an immigrant background encounter and where they receive the support they need. The report provides an in-depth analysis of the risk and protective factors that can undermine or promote the resilience of immigrant students. It explores the role that education systems, schools and teachers can play in helping these students integrate into their communities, overcome adversity, and build their academic, social, emotional and motivational resilience.
How can teachers get the best out of their students? Insights from TALIS 2018EduSkills OECD
Developing, maintaining and promoting a good professional teaching workforce is imperative for education systems around the world.
However, in compulsory schooling, teachers and principals face a range of challenges at each level of education, some unique to the level, others more broadly experienced throughout school – but all can have an effect on their students.
What are some of the educational challenges unique to each education level? What are the factors that could explain differences in the levels of professionalism across education levels?
Andreas Schleicher, OECD Director for Education and Skills, presents data from the Teaching and Learning International Survey (TALIS) 2018 findings, looking specifically at primary and upper secondary education.
Read the report -- https://oe.cd/41e
Mending the Education Divide: Getting strong teachers to the schools that nee...EduSkills OECD
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
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.
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.
The well-being of students - new insights from PISAEduSkills OECD
Children spend a considerable amount of time in the classroom: following lessons, socialising with classmates, and interacting with teachers and other staff members. What happens in school – as well as at home – is therefore key to understanding whether students enjoy good physical and mental health, how happy and satisfied they are with different aspects of their life, how connected to others they feel, and the aspirations they have for their future.
Raising Social Mobility Through Teacher PolicyEduSkills OECD
Andreas Schleicher
Director for Education and Skills
OECD
Challenges for teachers
Student-level
Initiating and managing learning processes, including active learning
Responding to the learning needs of individual learners
Integrating formative and summative assessment
Classroom level
Teaching in multicultural classrooms
Emphasising cross-curricular studies
Integrating students with special needs
School level
Working and planning in teams and partner with other schools
Evaluating and planning for improvement
Using ICT for teaching and administration, etc.
Dream jobs? - Teenagers' career aspirations and the future of workEduSkills OECD
Every day, teenagers make important decisions that are relevant to their future. The time and energy they dedicate to learning and the fields of study where they place their greatest efforts profoundly shape the opportunities they will have throughout their lives. A key source of motivation for students to study hard is to realise their dreams for work and life. Those dreams and aspirations, in turn, do not just depend on students’ talents, but they can be hugely influenced by the personal background of students and their families as well as by the depth and breadth of their knowledge about the world of work. In a nutshell, students cannot be what they cannot see. With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world’s largest dataset on young people’s educational experiences, collected firstof- its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
Despite increased funding and many reforms, most education systems are still seeking ways to better prepare their students for a world in which technological change and the digital revolution are changing the way we work, live and relate to one another. Education systems that have succeeded in improving student outcomes show that the way forward is by making teachers the top priority. The adaptability of education systems and their ability to evolve ultimately depends on enabling teachers to transform what and how students learn. This requires strong support and training for teachers, both before and after they enter the profession, with new forms of professional development to help teachers engage in more direct instruction and adapt it to the needs of their diverse classrooms. Education systems need to perform well in two dimensions: excellence and equity. Many high performers do well on both, demonstrating that they are not mutually exclusive. To do so requires specific measures to overcome factors that can hinder student performance, such as socio-economic background, immigrant status and gender.
Achieving Equity and Inclusion in Education: An OECD PerspectiveEduSkills OECD
Invited to present and discuss "Achieving Equity and Inclusion in Public Education Systems", Beatriz Pont gave a keynote speech at the Education International Global Education Conference, Unite for Quality Education, 27-28 May, Montreal, Canada. Beatriz’s presentation builds on the Equity and Quality in Education and the Education Policy Outlook series.
More information at www.oecd.org/edu/policyoutlook.htm
What can schools do to develop positive, high-achieving students? Insights fr...EduSkills OECD
The work of teachers matters in many different ways. Not only do they provide students with the knowledge and skills needed to thrive in the labour market, but they also help develop the social-emotional skills that are vital for students’ personal development and for their active citizenship. But how do teachers best achieve this?
By linking 2018 data from the Teaching and Learning International Survey (TALIS) with evidence from the Programme for International Student Assessment (PISA) – known as the TALIS-PISA link – a new OECD report identifies the teacher and school factors that matter most for student achievement and social-emotional development.
In this presentation, OECD Director for Education and Skills Andreas Schleicher unveils the new findings and looks at the implications for policy makers, students and teachers across the world.
Academic Resilience - What Schools and Countries do to Help Disadvantaged St...EduSkills OECD
Researchers and policy makers have been focusing on socio-economic disparities in academic achievement since the 1960s. Decades of empirical studies show that socioeconomically disadvantaged students are more likely to: drop out of school, repeat a grade, finish their studies at the same time as their more advantaged peers with less prestigious qualifications, and, in general, have lower learning outcomes as indicated by their poor performance in standardised assessments such as the Programme for International Student Assessment (PISA)
The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum. Transitions like these enhance the likelihood that the positive impacts of early learning and care will last through primary school and beyond. While transition policies have been on the agenda of many countries over the past decade, little research has been done into how OECD countries design, implement, manage and monitor transitions. Filling these gaps is important for designing early years’ policies that are coherent, equitable and sustainable.
This report takes stock of and compares the situation across 30 OECD and partner countries, drawing on in-depth country reports and a questionnaire on transition policies and practices. It focuses on the organisation and governance of transitions; and the policies and strategies to ensure professional, pedagogical and developmental continuity between early childhood education and care settings and schools. The report describes the main policy challenges highlighted by participating countries, along with a wealth of practical strategies for tackling them. The publication concludes with six “cross-cutting” pointers to guide future policy development.
Presentation of Starting Strong IV by Montserrat Gomendio, OECDEduSkills OECD
Presentation of Starting Strong IV, the new report by the OECD on monitoring quality in early childhood education and care, launched on 28 October 2015 at the International Early Childhood Education and Care Event on Monitoring Quality in Dublin
TALIS 2018 - Teacher professionalism in the face of COVID-19 (Paris, 23 Mar...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.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
The 2016 edition introduces a new indicator on the completion rate of tertiary students and another one on school leaders. It provides more trend data and analysis on diverse topics, such as: teachers’ salaries; graduation rates; expenditure on education; enrolment rates; young adults who are neither employed nor in education or training; class size; and teaching hours. The publication examines gender imbalance in education and the profile of students who attend, and graduate from, vocational education.
The report covers all 35 OECD countries and a number of partner countries (Argentina, Brazil, China, Colombia, Costa Rica, India, Indonesia, Lithuania, the Russian Federation, Saudi Arabia and South Africa).
This edition includes more than 125 figures and 145 tables. The Excel™ spreadsheets used to create them are available via the StatLinks provided throughout the publication. More data is available in the OECD Education Statistics database.
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD. Poverty is not destiny The country where migrants go to school matters more than the country where they came from. Technology can amplify innovative teaching. Countries where students have stronger beliefs in their abilities perform better in mathematics.
International Summit on the Teaching Profession - Framing the IssuesEduSkills OECD
by Andreas Schleicher, Director for Education and Skills, OECD. - If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force. Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World, the background report to the sixth International Summit on the Teaching Profession, describes the knowledge, skills and character qualities common to the most effective teachers. It examines the education policies and practices that help teachers to acquire these tools, including through induction and mentoring programmes, ongoing professional development activities, student assessments, and collaboration with colleagues. The publication also discusses the importance of involving all stakeholders – especially teachers – in the process of education reform.
The resilience of students with an immigrant background - factors that shape ...EduSkills OECD
The Resilience of Students with an Immigrant Background: Factors that Shape Well-being reveals some of the difficulties students with an immigrant background encounter and where they receive the support they need. The report provides an in-depth analysis of the risk and protective factors that can undermine or promote the resilience of immigrant students. It explores the role that education systems, schools and teachers can play in helping these students integrate into their communities, overcome adversity, and build their academic, social, emotional and motivational resilience.
How can teachers get the best out of their students? Insights from TALIS 2018EduSkills OECD
Developing, maintaining and promoting a good professional teaching workforce is imperative for education systems around the world.
However, in compulsory schooling, teachers and principals face a range of challenges at each level of education, some unique to the level, others more broadly experienced throughout school – but all can have an effect on their students.
What are some of the educational challenges unique to each education level? What are the factors that could explain differences in the levels of professionalism across education levels?
Andreas Schleicher, OECD Director for Education and Skills, presents data from the Teaching and Learning International Survey (TALIS) 2018 findings, looking specifically at primary and upper secondary education.
Read the report -- https://oe.cd/41e
Mending the Education Divide: Getting strong teachers to the schools that nee...EduSkills OECD
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
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.
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.
The well-being of students - new insights from PISAEduSkills OECD
Children spend a considerable amount of time in the classroom: following lessons, socialising with classmates, and interacting with teachers and other staff members. What happens in school – as well as at home – is therefore key to understanding whether students enjoy good physical and mental health, how happy and satisfied they are with different aspects of their life, how connected to others they feel, and the aspirations they have for their future.
Raising Social Mobility Through Teacher PolicyEduSkills OECD
Andreas Schleicher
Director for Education and Skills
OECD
Challenges for teachers
Student-level
Initiating and managing learning processes, including active learning
Responding to the learning needs of individual learners
Integrating formative and summative assessment
Classroom level
Teaching in multicultural classrooms
Emphasising cross-curricular studies
Integrating students with special needs
School level
Working and planning in teams and partner with other schools
Evaluating and planning for improvement
Using ICT for teaching and administration, etc.
Dream jobs? - Teenagers' career aspirations and the future of workEduSkills OECD
Every day, teenagers make important decisions that are relevant to their future. The time and energy they dedicate to learning and the fields of study where they place their greatest efforts profoundly shape the opportunities they will have throughout their lives. A key source of motivation for students to study hard is to realise their dreams for work and life. Those dreams and aspirations, in turn, do not just depend on students’ talents, but they can be hugely influenced by the personal background of students and their families as well as by the depth and breadth of their knowledge about the world of work. In a nutshell, students cannot be what they cannot see. With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world’s largest dataset on young people’s educational experiences, collected firstof- its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
This slide contains a overview of Grossman Model . which includes concept of health as a human capital, little bit biography of michael grossman and his model and application of that model
Human capital: Education and health in economic development egpShivani Baghel
A brief study on the economic development of health and education in India in the present scenario.
It talks about joint investment in both the sectors considering their rate of return, while dealing with questions like why increasing income is not sufficient? It also briefs about child labor and gender gap.
Often overlooked, human capital is one of the most valuable assets many investors possess. Gregg S. Fisher explains what human capital is and why it’s important to factor it into one’s investment strategy.
Education Policy Outlook - Making Reforms HappenEduSkills OECD
Education Policy Outlook in Brief Looks at education reforms across 34 OECD countries that can touch the lives of more than 150 million students. There are common trends from the more than 450 reforms adopted across countries. With the crisis they are becoming more strategic. Education policy is not only about design. implementation and follow up are vital for success of reforms. The Outlook aims to support policy makers and others to make reform happen that translates into better education in our schools and classrooms
OECD Education and Skills Ministerial: Breakout session
Presentation from Andreas Schleicher about the latest OECD education data.
Find out more about the ministerial meeting at : https://www.oecd.org/education/ministerial/
Find out more about our work in education and skills: https://www.oecd.org/education/
Education and skills policies to alleviate inequalitydvndamme
How is social inequality affecting education and skills, how are education and skills impacting on social inequality and what are the education and skills policies to alleviate inequality. My presentation at the NAEC Seminar in Johannesburg, 16 July 2015
Prof. Roope Uusitalo, chairman of the Economic Policy Council, presented key findings and recommendations of the 2017 report on education policy.
Roope Uusitalo gave this presentation at Finland's Economic Policy Council 2017 report launch seminar. Launch was held in Helsinki on 23rd January, 2018.
See also:
http://www.talouspolitiikanarviointineuvosto.fi/en/reports/report-2017/
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.
Education at a Glance 2015 - Global LaunchEduSkills OECD
Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems in the 34 OECD countries and a number of partner countries.
With more than 100 charts, 150 tables and links to another 150 tables on line, Education at a Glance 2015 provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education;and the learning environment and organisation of schools.
PISA: Where is real progress being made in provinding equitable education?IIEP-UNESCO
Autor: Speaker: Andreas Schleicher, Director, Directorate for Education and Skills, OECD.
Presentation made for the first IIEP Strategic Debate of 2017.
More information: http://www.iiep.unesco.org/en/strategic-debate-real-progress-being-made-equitable-provision-education-pisaresults-3879
Presentation by Alberto Rodriguez, Manager, Education Global Practice, Europe...unicefmne
Presentation from the conference "Quality Education for Better Schools, Results and Future" organized by UNICEF and the Ministry of Education in Podgorica, July 8-10, 2014
Education at a Glance - OECD Indicators 2018EduSkills OECD
Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems in the 35 OECD and a number of partner countries. With more than 100 charts and tables, Education at a Glance 2018 imparts key information on the output of educational institutions, the impact of learning across countries, and worldwide access, participation and progression in education. It also investigates the financial resources invested in education, as well as teachers, the learning environment and the organisation of schools.
The 2018 edition presents a new focus on equity in education, investigating how progress through education and the associated learning and labour market outcomes are impacted by dimensions such as gender, the educational attainment of parents, immigrant background, and regional location. The publication introduces a chapter dedicated to Target 4.5 of Sustainable Development Goal 4 on equity in education, providing an assessment of where OECD and partner countries stand in providing equal access to quality education at all levels. Finally, new indicators are introduced on equity in entry to and graduation from tertiary education, and the levels of decision-making in education systems. New data are also available on the statutory and actual salaries of school heads, as well as trend data on expenditure on early childhood education and care and the enrolment of children in all registered early childhood education and care settings.
More data are available on the OECD educational database.
Education Fast Forward: Turning School Performance to Economic SuccessEduSkills OECD
Much has been written about the role education plays in the success of economies and the relationship between school performance in today’s economic climate could not be more important. The relationship between learning today and the needs of society are intertwined in a complex world where global economies are only one dimension. Conflict and economic stability and education may well be forming new equations for individual students as well as national systems.
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/
Education at a Glance Interim Report:Update of Employment and Educational Att...EduSkills OECD
The social consequences of the crisis were still deepening in 2013, especially among the most vulnerable groups such as low-educated young adults. In most OECD countries more than four out of five younger adults have attained at least an upper secondary education, implying that one in six of them have qualifications below upper secondary education.
Education at a Glance 2014 - United KingdomEduSkills OECD
No country has made a greater effort than the UK to invest more current wealth (GDP) into more future wealth (education) but there is still lots of scope to improve educational outcomes
ISTP 2014 - Equity, Excellence and Inclusiveness in EducationEduSkills OECD
Presentation for the 2014 International Summit on the Teaching Profession, by Andreas Schleicher, Acting Director for the Directorate of Education and Skills, and Special Advisor on Education Policy to the Secretary-General, OECD
Education at a Glance 2020 - United States launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the United States, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
The state of education around the world: Findings from Education at a Glance ...EduSkills OECD
On 16 September, the OECD released its 2021 edition of Education at a Glance, the authoritative source for information on the state of education around the world.
It provides data on the structure, finances and performance of education systems across OECD countries and partner economies, looking at everything from the organisation of schools and schooling to the financial resources invested in education institutions.
The 2021 edition of Education at a Glance has a focus on equity in education, offering an assessment of where OECD and partner countries stand in providing equal access to quality education at all levels.
This year’s edition is also accompanied by a spotlight on the impact of COVID-19 in education.
In this presentation, OECD Director for Education and Skills Andreas Schleicher presents the key findings.
Read the report and watch the presentation -- https://oe.cd/EAG
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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Andreas Schleicher presents at the launch of What does child empowerment mean...EduSkills OECD
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No Child Left Behind: Tackling the School Absenteeism Crisis on 30 April 2024.
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Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...EduSkills OECD
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Andreas Schleicher - 20 Feb 2024 - How pop music, podcasts, and Tik Tok are i...EduSkills OECD
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Jordan Hill - Presentation of Engaging with education research- With a little...EduSkills OECD
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RETHINKING ASSESSMENT OF SOCIAL AND EMOTIONAL SKILLS by Adriano Linzarini OEC...EduSkills OECD
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Moving up into upper secondary by Hannah Kitchen - OECD Education Webinar 23N...EduSkills OECD
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Ana Carrero -European year of skills – EU updateEduSkills OECD
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
4. There is a larger proportion of young men with low
qualifications compared to young women Chart 1.2
Percentage of younger adults (25-34 year-olds) with attainment below upper secondary education, by gender (2013)
0
5
10
15
20
25
30
35
40
45
50
55
60
Portugal
Spain
Brazil
Denmark
Latvia
Estonia
Italy
Iceland
Greece
Colombia
Australia
Norway
Luxembourg
Israel
Netherlands
Belgium
Ireland
Finland
OECDaverage
Canada
UnitedStates
France
Slovenia
Poland
RussianFederation
Sweden
NewZealand
Chile
UnitedKingdom
Hungary
Germany
CzechRepublic
Korea
SlovakRepublic
Mexico
Switzerland
Austria
Turkey
Men Women%
5. Almost one in five 20-24 year-olds is NEET Chart 3.1
Distribution of 20-24 year-olds not in education, by work status (2013)
49 47
54
33
46
52
43 45
49
26
45 44
35
30
46
37
33
42
33 35 36 34
21
33
19
29
36 34
28
37 36
32
26
19
22
11
5
7
9
10
5
7
6
4
17
5 6
4 13
5
11
14
7
16 13 10
11
25
8
26
16
8
8
12
4 4
5
5
10 6
15
20
12
27
9 6
12 10 7
17
9 7
19 13
5
8 8 5 5 6 9
7
8
8
7 6 6
8
8 6
6
0
8
4
2
0
10
20
30
40
50
60
70
80
Colombia
Mexico
Israel
Turkey
UnitedKingdom
Austria
UnitedStates
NewZealand
Norway
Italy
Australia
Canada
Korea
Hungary
Switzerland
Belgium
Ireland
Sweden
SlovakRepublic
France
OECDaverage
Latvia
Spain
Estonia
Greece
Portugal
CzechRepublic
Finland
Poland
Germany
Netherlands
Iceland
Denmark
Slovenia
Luxembourg
Employed Unemployed Inactive
%
6. Employment rates increase with education in all countries
On average across OECD countries the employment rate of
25-64 year-olds without an upper secondary qualification
was 55%, and 83% for those with a tertiary education.
More tertiary educated young men are employed
but more women have tertiary credentials
87% of tertiary-educated men are employed versus 78% of
tertiary educated women. Even if employment is higher
among tertiary educated men, 25-34 year-old women have
consistently higher tertiary attainment rates .
6
7. Employment rates increase with education in all
countries Chart 2.1
Employment rates among adults (25-64 year-olds) by educational attainment (2013)
0
10
20
30
40
50
60
70
80
90
100
Greece
Spain
Turkey
Korea
Italy
SlovakRepublic
Mexico
Ireland
Hungary
Portugal
UnitedStates
Japan
Canada
RussianFederation
OECDaverage
Estonia
Australia
Colombia
Slovenia
Finland
Belgium
Chile
France
UnitedKingdom
Poland
Luxembourg
CzechRepublic
Brazil
Israel
Latvia
NewZealand
Denmark
Austria
Germany
Netherlands
Switzerland
Sweden
Norway
Iceland
Tertiary education Upper secondary or post-secondary non-tertiary Below upper secondary%
11. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
12 We need education policy reforms that improve outcomes
1
… our schools today are our economy tomorrow
Better education can shape
economic prosperity…
Bringing all countries up to the
performance of Finland would
result in financial gains of USD
260 trillion over the lifetime of
today’s 15-year-olds.
Societies with skilled individuals are prepared to respond to the current and
future potential crises...
• More educated people contribute to more democratic societies and
sustainable economies, are less dependent on public aid and less vulnerable
to economic downturns.
• Investing in education for all, and in particular for children from
disadvantaged backgrounds, is both fair and economically efficient.
12. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1313 Education Policy Outlook in brief
Identifies common trends among the more than 450 reforms
adopted between 2008 and 2014 across countries
Education policy is not only about design: implementation and
follow up are vital for success of reforms
The Outlook aims to support policy makers and others to
make reform happen
Looks at education reforms across 34 OECD countries that can
touch the lives of more than 150 million students…
13. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1515 There are clear common policy trends across countries
Policies implemented across OECD countries, 2008-14
0
5
10
15
20
25
30
35
Equity and
quality
Preparing
students for the
future
School
improvement
Evaluation and
assessment
Governance Funding
%
Students:
Raising Outcomes
Institutions:
Enhancing quality
Systems:
Governing
effectively
14. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
16 Making effective reforms happen is key
1
6
Funding
grants
Subsidies for
disadvantaged
schools Reforms in
school leadership
and teachers
Support to
students
from specific
populations
Setting national
priorities for
education
New middle
school reform
National
commitment to
ECEC
School
improvement
VET
reforms
Teacher training
reform
OECD countries are using different policy options to improve
their education systems…
School
evaluation
reform
Student
funding
But only around 1 in 10 reforms reported
evaluation to gauge impact
15. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
17 We need education policy reforms that improve outcomes
1
Students: Raising Outcomes
1) Investing in quality and equity (16% of reforms reported):
Targeting policies to specific disadvantaged groups (e.g. New
Zealand, England, France), and investing early on in ECEC (e.g.
Australia, Poland and Korea).
2) Preparing students for the future (29% of reforms reported):
Focusing on VET (e.g. Portugal, Denmark and Sweden) & tertiary
education (e.g. Belgium, Fl. & Hungary).
16. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1818
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
Estonia
Iceland
Korea
Turkey
Norway
Canada
Mexico
UnitedKingdom
Finland
Italy
Sweden
Japan
Netherlands
UnitedStates
Slovenia
Greece
Switzerland
Ireland
Australia
OECDaverage
Poland
Spain
CzechRepublic
Portugal
Austria
Denmark
Chile
Luxembourg
Germany
Belgium
Israel
France
NewZealand
Hungary
SlovakRepublic
Ratio
Increased likelihood of students in the bottom quarter of the ESCS index scoring in the bottom quarter of the mathematics
performance distribution
Increased likelihood of immigrant students scoring in the bottom quarter of the mathematics performance distribution
Students from disadvantaged or diverse backgrounds
face higher risk of low performance (PISA)
Source: OECD, PISA 2012 Database, Table II.2.4a and Table II.3.4a.
New Zealand:
Policies to support
Māori/Pasifika
populations (2008-13)
Finland: National Core
Curriculum for Instruction
Preparing Immigrants for Basic
Education (2009)
France/Portugal:
Education Priority
Zones
Chile:
Law on Preferential
Subsidies (2008)
Austria:
New middle
school reform
Germany:
National Action Plan
on Integration (2011)
ECEC:
Poland, Korea, Australia, Italy,
Nordic Countries, Slovenia,
United States….
UK England:
Pupil premium
17. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1919 Prioritising vocational education and training (VET)
0
20
40
60
80
100
Canada
Mexico
Korea
Japan
Hungary
NewZealand
Chile
Ireland
Greece
Iceland
Estonia
UnitedKingdom
Israel
Portugal
Turkey1
France
Spain
OECDaverage
Denmark
Poland
Germany
Sweden
Australia
Norway
Italy
Luxembourg
Switzerland
Slovenia
Netherlands
Finland
SlovakRepublic
CzechRepublic
Belgium
Austria
% General Pre-vocational Vocational
Enrolment of upper secondary students in pre-vocational or vocational programmes
Denmark:
VET with academic exam
(2010); Better More
attractive VET (2014)
Portugal:
National Integrated
Strategy(2012-14)
Italy: Governance
& Higher Technical
Institutes (2011)
New Zealand: Trades
Academies(2009)
Germany: Information
& transitions into
Tertiary
Japan: Guidelines
for enhancing
provision
Luxembourg: VET
Reform (2008)
Canada:
Apprenticeship
grants (2007-)
18. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
21 We need education policy reforms that improve outcomes
2
Institutions: Enhancing quality
3) Supporting school improvement (24% of reforms reported):
Investing in improving the teaching profession (e.g. Finland, France)
and revising curricula (Scotland (UK), Japan , Finland)
4) Strengthening evaluation and assessment (12% of reforms
reported): System evaluation (e.g. Italy) & student assessments (e.g.
Australia).
20. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
23 Developing learning environments23
Students reports of teacher student relations and classrooms conduciveness to
learning, PISA 2012
23
-0.5
-0.4
-0.3
-0.2
-0.1
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
Mexico
Portugal
Canada
Iceland
UnitedStates
Chile
Turkey
UnitedKingdom
Denmark
Australia
Switzerland
NewZealand
Sweden
Israel
Ireland
OECDaverage
Spain
Hungary
Luxembourg
Estonia
Finland
Belgium
Korea
Greece
Norway
Austria
Netherlands
Italy
CzechRepublic
Japan
France
SlovakRepublic
Germany
Slovenia
Poland
Mean index
Index of teacher-student relations Index of disciplinary climate
Japan:
Course of
Study
UK: Curriculum for
Excellence (Scotland),
and National Literacy
and Numeracy (Wales,
2013)
Slovenia:
Updated curricula
(2012)
Denmark:
National Common Objectives (2009)
Finland:
Curriculum reform (2014)
Italy:
Curriculum
guidelines (2012)
Sweden:
New curriculum
(2011)
France:
Redistribution of
learning time
22. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
25 We need education policy reforms that improve outcomes
2
Systems: Governing effectively
5) Steering policy setting priorities and funding effectively by:
setting clear policy priorities (9%) (e.g. Denmark) with concrete
objectives or using funding strategically (11%) (e.g. Germany, United
States).
23. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2626 Steering education systems towards higher performance
Increasingly complex policy-making environments
Central
Austria
Czech Republic
France
Greece
Hungary
Israel
Italy
Luxembourg
Portugal
Turkey
Central with local
Chile
Denmark
Estonia
Finland
Iceland
Japan
Korea
Norway
Poland
Slovak Republic
Slovenia
Sweden
Central with schools
Ireland
Netherlands
New Zealand
Shared central agreed with
regional
Mexico
Spain
Decentralised
Australia
Canada
Belgium
Germany
Switzerland
United Kingdom
United States
24. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2727 Steering education systems towards higher performance
Increasingly complex policy-making environments
Central
Austria
Czech Republic
France
Greece
Hungary
Israel
Italy
Luxembourg
Portugal
Turkey
Central with local
Chile
Denmark
Estonia
Finland
Iceland
Japan
Korea
Norway
Poland
Slovak Republic
Slovenia
Sweden
Central with schools
Ireland
Netherlands
New Zealand
Shared central agreed with
regional
Mexico
Spain
Decentralised
Australia
Canada
Belgium
Germany
Switzerland
United Kingdom
United States
Many countries defined general education strategies or priorities
Estonia:
LLL strategy 2014-2010
Denmark:
Denmark that stands together (2011); Folkeskole reform (2013)
Mexico:
Pact for Mexico (2012); Constitutional Reform (2012-13)
Canada:
Learn Canada 2020 (2008)
25. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
29 Making effective reforms happen
2
9
School
improvement
Quality and equity
Preparing students for
the future
Evaluation and
assessment
Governance
Funding
Next steps:
to make them
work for all and
for good.
26. Mean mathematics performance, by school location, after accounting for
socio-economic status
Fig II.3.3
3030
Key factors for effective implementation of
education policy
Placing the student and
learning at the centre
Capacity-building
Leadership and
coherence
Policy evaluation
Reforms are specific to country’s
education system context
Stakeholder
engagement
27. Education Policy Trends
• Policy options across different
policy levers
Implementation of
Reforms
• Key factors to support
effective implementation
Country Snapshots
• 34 individual country reform
stories
The Education Policy Outlook reviews trends and
implementation to help make the policy choices
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28. Mean mathematics performance, by school location, after accounting for
socio-economic status
Fig II.3.3
32
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Education Policy Outlook Reforms Finder
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Editor's Notes
Chart 1.1
Note: Data for Japan are not displayed because disaggregation between below upper secondary education and upper secondary or post-secondary non-tertiary level is not available.
Data for the Russian Federation refer to 2012.
Data for Chile refer to 2011.
Countries are ranked in ascending order of the proportion of 25-34 year-olds with attainment below upper secondary education.
Source: OECD. Table 1.4. See Annex for notes (www.oecd.org/edu.eag.htm).
Chart 1.2
Note: Data for Japan are not displayed because disaggregation between below upper secondary education and upper secondary or post-secondary non-tertiary level is not available.
Data for the Russian Federation refer to 2012.
Data for Chile refer to 2011.
Countries are ranked in descending order of the difference in the proportion of 25-34 year-old men with attainment below upper secondary education and the proportion of 25-34 year-old women with attainment below upper secondary education.
Source: OECD. Table 1.4. See Annex for notes (www.oecd.org/edu.eag.htm).
Chart 3.1
Note: Data for 20-24 year-olds are not available for Japan.
Countries are ranked in ascending order of the proportion of 20-24 year-olds in education.Source: OECD. Table 3.3. See Annex for notes (www.oecd.org/edu.eag.htm).
Chart 2.1
Note: Data for below upper secondary education are not available for Japan.
Data for the Russian Federation refer to 2012.
Data for Chile refer to 2011.
Countries are ranked in ascending order of the employment rates of 25-64 year-olds with tertiary qualifications.
Source: OECD. Table 2.2. See Annex for notes (www.oecd.org/edu.eag.htm).
Strength of ESCS on performance (% variance explained) and maths performance 2012
Size of bubbles shows spending levels
Strength of ESCS on performance (% variance explained) and maths performance 2012
Size of bubbles shows spending levels
Total volume of world trade increased tenfold: USD 334 billion in 1970 USD 3 910 billion in 2010
Social networking and changing interactions: 552 million people use Facebook every day
Migrants represent 11.5% of the population in the OECD
Total volume of world trade increased tenfold: USD 334 billion in 1970 USD 3 910 billion in 2010
Social networking and changing interactions: 552 million people use Facebook every day
Migrants represent 11.5% of the population in the OECD
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The recovery from the financial crisis has been slow and national governments are working hard to tackle unemployment, address inequality and promote competitiveness. Increasingly they are turning to education in seeking to restore long-term and inclusive economic growth.
Investing in equity and quality, with 16% of reforms: Countries especially focus on disadvantaged students and on ECEC. Examples of policies to enhance equity include New Zealand’s range of policies to support Maori and Pasifika Island populations, England’s pupil premium or France’s priority education programmes. Australia and Poland introduced reforms aimed for universal coverage in ECEC and Korea introduced the “Nuri Curriculum” to improve wellbeing.
2) Preparing students for the future has been a priority, with 29% of reforms in this area: Countries most focused on Vocational Education and Training (VET) and tertiary education. Portugal adopted a national VET strategy, and Denmark and Sweden have reformed their VET systems and there were many new curricula all aiming to strengthen links to the labour market. Flanders (Belgium) and Hungary introduced new short-degree cycles.
Context: Between 2007 and 2010, the average relative income poverty in OECD countries (i.e. the share of people living with less than half the median income of their country annually) rose from 12.8% to 13.4% among children (0-18) (OECD, 2014b).
On average in OECD countries, students from low socio-economic backgrounds tend to have a greater probability of being low performers in mathematics (2.15), as do students from immigrant backgrounds (1.71) (Figure 2.3). Across OECD countries, students’ background accounts for 14.8% of the variance in mathematics performance of 15-year-olds, according to the PISA index of economic, social and cultural status, with variations that range from 7.4% in Norway to 24.6% in the Slovak Republic (2012) (Chapter 1, Figure 1.3). Many education systems also struggle to provide quality education to groups that are difficult to reach (e.g. Roma, Travellers, Aboriginals and Torres Strait Islander People, and Indigenous communities).
VET plays a central role in raising student outcomes:
Improve the overall quality and equity of education systems
Support raising employability among youth and the low skilled
At least 70% of upper secondary students in Austria, Belgium, the Czech Republic, Finland and the Slovak Republic are enrolled in pre-vocational or vocational programmes, while in Greece, Japan, Korea, New Zealand and the United Kingdom, it is less than 30% (Figure 3.2). In most countries, more tertiary students enter tertiary type-A programmes (theory-based programmes) although in Belgium, Chile, Korea, and New Zealand, entry rates for tertiary-type B programmes (technical programmes) are more than 35% compared to the OECD average of 18% (OECD, 2014a).
3) Supporting school improvement (investing in teachers, teaching and learning), with around 24% reforms: countries focused strongly on teachers and curriculum. Finland introduced systematic professional development for school staff, including leaders (OSAAVA). France reformed teacher-training with new schools combining practical and theoretical training. The Curriculum for Excellence in Scotland (United Kingdom), revised curriculums in Japan and Finland are examples.
4) Strengthening evaluation and assessment (standards, measuring and accountability for improvement 12%), with more focus on system evaluation and on student assessments. For example, Italy introduced a school self-evaluation and external evaluation tool (VALES). Student assessment policies have included national standards and standardised assessments at different grade levels. Australia launched the National Assessment Program – Literacy and Numeracy (NAPLAN) with yearly student assessments at different levels.
Figure 7.3
Figure 7.3
The use of evaluation and assessment is increasing across OECD countries. Evaluation and assessment tools seek to achieve three objectives: 1) measure student progress; 2) evaluate performance of the key factors that improve student outcomes; and 3) provide evidence-based feedback on how to move forward. According to PISA, student assessments have increasingly been used across OECD countries between 2003 and 2012 to monitor schools’ progress, as well as to identify aspects of the curriculum to be improved. Across the OECD, a majority of 15-year-old students are in schools where the principal reported that assessment results are used to inform parents on their child’s progress, to monitor schools’ progress and to identify areas of the curriculum to improve, although this varies by country.
In using data to guide improvement, countries face two challenges: balancing accountability and improvement, and ensuring the capacity of education stakeholders to develop and use evaluation.
Countries are setting clear policy priorities with concrete objectives (8.5% of reforms) or using funding strategically (10.7% of reforms). The Danish Folkeskole (public school) reform aimed to raise standards and modify learning time. Funding reforms have also been widespread, either with system-level funding strategies such as the German Investing in the Future Act or the United States Race to the Top, or targeted institution or individual level funding.
Education policy-making environments have become increasingly complex, due to increased decentralisation and institutional autonomy, greater accountability, and reduced public budgets. Furthermore, educational contexts and institutional and policy approaches vary depending on each country’s historical development and political and institutional frameworks, as do distribution and approaches to education funding.
Steering education systems is a significant challenge for education policy makers.
For example, the Danish Folkeskole reform was designed to raise standards for public schools, simplify the Danish Common Objectives, modify the distribution of learning opportunities and open up schools to their communities.
Japan’s Basic Plan for the Promotion of Education set the priorities and course of action for the Ministry.
At the local level, some countries have reorganised school networks or local governance arrangements, as in Estonia.
The recovery from the financial crisis has been slow and national governments are working hard to tackle unemployment, address inequality and promote competitiveness. Increasingly they are turning to education in seeking to restore long-term and inclusive economic growth.
The analysis of the different policy issues in this chapter indicate key factors for effective implementation include: 1) putting the student and learning at the centre; 2) capacity-building; 3) leadership and coherence; 4) stakeholder engagement; and 5) policy evaluation. These factors are explored in the introduction and in the sections on reforms in evaluation and assessment and in innovative learning environments. The analysis is enriched with country examples.
Engagement of stakeholders is further developed in the final two sections of the chapter based on surveys implemented by both the OECD Teacher Union Advisory Committee (TUAC) and the OECD Business and Industry Advisory Committee (BIAC).
Research shows there is no single model for success in implementation of education reforms. Factors such as the history of the country’s education system, institutional and political settings, existing policies, teachers’ beliefs and competences will influence how policies are interpreted and implemented in the local context.