Governing Complex Education Systems Overview and Work on Trust the hague

Education Governance in Action - Lessons from Case studies

Effective governance of complex systems requires i) Aligning policies, roles and responsibilities; 2) Designing constructive accountability mechanisms that ensure quality yet leave room for innovation; 3) Stimulating capacity building and participatory governance; 4) Pursuing a long term vision and continuous strategic thinking; 5) Managing the complex interaction between knowledge and governance

Insights from international work on innovative learning environments

This document summarizes a presentation given by Marco Kools of the OECD on insights from international work on innovative learning environments. It discusses how learning and innovation are essential in knowledge societies. It describes several OECD projects exploring the nature of learning, innovative learning environment case studies, and strategies for implementing and sustaining educational change. Key findings include the importance of learner-centered principles, innovating the core elements of teaching and learning, and using technology to enhance collaboration and personalization.

Schooling Redesigned - Towards Innovative Learning Systems

What does redesigning schools and schooling through innovation mean in practice? How might it be brought about? These questions have inspired an influential international reflection on “Innovative Learning Environments” (ILE) led by the OECD. This reflection has already resulted in publications on core design principles and frameworks and on learning leadership. Now the focus extends from exceptional examples towards wider initiatives and system transformation. The report draws as core material on analyses of initiatives specially submitted by some 25 countries, regions and networks. It describes common strengths around a series of Cs: Culture change, Clarifying focus, Capacity creation, Collaboration & Co-operation, Communication technologies & platforms, and Change agents. It suggests that growing innovative learning at scale needs approaches rooted in the complexity of 21st century society and “learning eco-systems”. It argues that a flourishing middle level of change around networks and learning communities provides the platform on which broader transformation can be built. This report is not a compendium of “best practices” but a succinct analysis presenting original concepts and approaches, illustrated by concrete cases from around the world. It will be especially useful for those designing, researching or engaging in educational change, whether in schools, policy, communities or wider networks.

Sharing Responsibility for School Accountability

PISA for Schools: Item Analysis and Development project

This presentation was given by Mercedes Miguel at at the Public Conference “Innovation in education : What has changed in the classroom in the past decade?”. Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education.

CrICET: Systems Convening in the Complex Landscapes of Practice

edcocp

The document discusses the role of systems conveners in complex landscapes of practice. It describes how the IDEA Partnership demonstrates the value of stakeholder engagement, uses existing networks to build engagement at multiple levels, and bridges boundaries between groups. It discusses the multiple dimensions of complexity involved, including stakeholders, scales, sources of knowledge and authority. It provides examples of issues the IDEA Partnership addresses and the types of interventions used, such as communities of practice, meetings, and tools. Specific examples of behavioral health and transition communities of practice are described. The document asks if roles like sensing, brokering, modeling and more are recognized and provides information about the IDEA Partnership website.

OECD Reviews of Evaluation and Assessment in Education: SWEDEN Implementing p...

Deborah Nusche Policy Analyst Education and Training Policy Division OECD Directorate for Education The OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes, launched in late 2009, is designed to respond to the strong interest in evaluation and assessment issues evident at national and international levels. It will provide a description of design, implementation and use of assessment and evaluation procedures in countries; analyse strengths and weaknesses of different approaches; and provide recommendations for improvement. The Review looks at the various components of assessment and evaluation frameworks that countries use with the objective of improving student outcomes. These include student assessment, teacher appraisal, school evaluation and system evaluation. The analysis focuses on primary and secondary levels of education.

Learning analytics: the way forward

The Danish VET system and VET policy reform 2015 With a Focus on Participator...

Learning Analytics for online and on-campus education: experience and research

Tinne De Laet

This presentation was used Tinne De Laet, KU Leuven, for a keynote presentation during the event: http://www.educationandlearning.nl/agenda/2017-10-13-cel-innovation-room-10-learning-and-academic-analytics organised by Leiden University, Erasmus University Rotterdam, and Delft University of Technology. The presentations presents the results of two case studies from the Erasmus+ project ABLE and STELA, and provides 9 recommendations regarding learning analytics.

West Des Moines Community Schools New Tech

In the WDMCS New Tech schools, we provide an education embedded in a culture of trust, respect, and responsibility. Students are expected to meet learning outcomes in eight areas: written communication, oral communication, collaboration, technology literacy, work ethic, content proficiency, critical thinking, and global awareness. With project-based learning, the seamless use of technology, and a distinct school culture, we prepare our students with the skills needed to be successful in today’s world beyond high school.

Curriculum alignment and progression between early childhood education and ca...

Curriculum plays an important role in ensuring continuity and progression from early childhood education and care (ECEC) to primary education. The alignment of curricula and standards across these settings shapes children’s early experiences with education systems, with implications for children’s relationships and engagement in both ECEC and primary school, as well as longer-term learning and well-being outcomes. Governments can achieve curricular continuity in various ways, ranging from high-level alignment of goals across multiple curriculum documents to full integration of the curriculum into a single document that covers both ECEC and primary school. The broader contexts of education systems, such as organisation and governance, the training of staff and teachers who work in these settings, matter for curricular continuity – and an integrated curriculum alone does not guarantee a continuous experience for children.

Presentations from the 3rd PISA for Development International Advisory Group ...

New Tech at WDMCS

Measuring innovations in Russia

This presentation was given by Diana Koroleva at the Public Conference “Innovation in education : What has changed in the classroom in the past decade?”. Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education.

Supporting schools with better human resource policies

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.

ISTE Standards-UNESCO ICT CFT whitepaper Jan 2015

Carolyn Sykora

The document compares the ISTE Standards for Teachers and the UNESCO ICT Competency Framework for Teachers. Both aim to provide guidance for effectively implementing education technology on a global scale. While they share many similarities, including comprehensive skills teachers need for a digital society, there are also differences in their structures and focuses. The ISTE Standards are more flexible and can be adapted locally, while the UNESCO framework includes a policy component and is intended for broader national reforms. Together, elements of both models can help catalyze effective technology-enabled learning and teaching.

Education Data in England

Learning analytics: planning for the future

Learning analytics: developing an action plan ... developing a vision

Vision and Direction for CETI

HealthXn

This document discusses challenges facing the health system including rising demand from population growth and chronic illness, and constrained capacity. It introduces the Clinical Education and Training Institute which aims to improve healthcare through workforce education and training. Key goals include achieving competency standards for graduates, improving clinical supervision models, and developing an e-learning platform. Success requires a focus on people, technology enabling new learning approaches, and clear roles for curriculum development, assessment, and program management.

Governing Complex Education Systems: The Use of Data, Tracey Burns, OECD

Keynote: Governing Education in a Complex World

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Thinking about Governance: A Story and some Dimension Lines

Supporting Higher Education to Integrate Learning Analytics_EUNIS20171107

Yi-Shan Tsai

What works best: Evidence-based practices to help improve NSW student perform...

NSWCESE

Measuring innovation in Argentina

CrICET: Systems Convening in the Complex Landscapes of Practice

edcocp

OECD Reviews of Evaluation and Assessment in Education: SWEDEN Implementing p...

Learning analytics: the way forward

The Danish VET system and VET policy reform 2015 With a Focus on Participator...

Learning Analytics for online and on-campus education: experience and research

Tinne De Laet

West Des Moines Community Schools New Tech

Curriculum alignment and progression between early childhood education and ca...

Presentations from the 3rd PISA for Development International Advisory Group ...

New Tech at WDMCS

Measuring innovations in Russia

Supporting schools with better human resource policies

ISTE Standards-UNESCO ICT CFT whitepaper Jan 2015

Carolyn Sykora

Education Data in England

Learning analytics: planning for the future

Learning analytics: developing an action plan ... developing a vision

Vision and Direction for CETI

HealthXn

What's hot (20)

Thinking about Governance: A Story and some Dimension Lines

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What works best: Evidence-based practices to help improve NSW student perform...

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CrICET: Systems Convening in the Complex Landscapes of Practice

OECD Reviews of Evaluation and Assessment in Education: SWEDEN Implementing p...

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West Des Moines Community Schools New Tech

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A complex process approach to organisational change

Philwood

This document provides an overview of a complex process approach to organizational change, particularly in educational institutions. It discusses how traditional managerialist approaches to change oversimplify organizational complexity. A complex process approach recognizes that organizations are complex systems consisting of interacting parts. Change involves different processes like adaptation, fine-tuning, new directions, and transformation. It also acknowledges that change occurs through both planned and emergent processes. The document advocates for building organizational capacity for change through principles like diversity, decentralized control, enabling constraints, and professionalism rather than technical compliance.

Education transformation framework

The document provides an overview of the Microsoft Education Transformation Framework, which is designed to help schools and education systems plan and implement systemic changes to better support student learning. The framework includes 10 components of transformation across leadership/policy and 21st century pedagogy. It also summarizes research on education systems that have improved performance and provides guidance, tools and case studies to help other systems learn from their experiences and approaches. The document outlines how schools can use the framework at different stages of readiness and highlights outcomes that could potentially be achieved through a transformation process.

Education transformation framework

Dr.Mohamed Attia Mohamed Ali

The document provides an overview of the Microsoft Education Transformation Framework, which is designed to help schools and education systems plan and implement systemic changes to better support student learning. The framework includes 10 components of transformation across leadership/policy and 21st century pedagogy. It also summarizes research on education systems that have improved performance and provides guidance on adapting successful strategies. Examples are given of how schools have used the framework to envision changes like empowering classrooms, enabling anytime learning, engaging students in deep learning, and personalizing education.

Presentation Caldwell

gueste825bb3

Networking between schools is an important strategy to help schools improve performance as autonomy increases. Research shows some benefits of networking, such as improved student performance when schools collaborate on staffing and hiring. Effective networks share knowledge, resources, and address common problems. They involve partnerships across education and other sectors. Further research is still needed to better understand how networking contributes to school improvement.

Starting Strong III: A Quality Toolbox for Early Childhood Education and Care

Implementing Education Policies: Effective Change in Education

Charles Darwin University

The changing nature of learning management systems and the emergence of a dig...

A Webinar presented to Faculty and post graduate students at the Model Institute of Education & Research, Jammu, India. Our digital ecologies are changing because the way we are wanting to teach is changing. We are seeing a much greater emphasis being placed on active, authentic and collaborative modes of teaching. Therefore we have had to find new tools to help us with these new tasks. But the reasons to engage with these new tools needs to be based on sound pedagogical foundations.

Professional learning communities

asabati3

This document summarizes key aspects of developing a professional learning community (PLC) in a Catholic school system. It discusses six characteristics of effective PLCs, including having a shared mission and collaborative culture. It also outlines critical questions for PLCs to consider and challenges to addressing. The document emphasizes the importance of coherence, establishing the right drivers like capacity building, and finding the right balance between loose and tight structures. Developing non-negotiable goals and allowing autonomy in how schools achieve them can help create interdependence between schools and foster continuous improvement. Clear communication is essential for the PLC process to be successful and gain buy-in.

Reflections on 2020: The pandemic and the response of Australian HE

Charles Darwin University

- The pandemic has caused Australian higher education to rapidly transition to online learning. While many institutions had robust online systems, the transition was not always elegant. - The ways we teach and assess are changing, with a greater emphasis on active, authentic, and collaborative modes. This has required new online tools and techniques. - Educational designers have played a key role in upskilling academic staff and helping them transition content online, but some designers report bearing the brunt of stressed academics' frustrations. - Moving forward, it will be important to consolidate gains from increased online training while ensuring quality is not abandoned, and to identify opportunities for educational designers from their increased contributions.

Exploration of Professional Learning Communities (PLCs)

Stefaan Vande Walle

Tracey Bell-Reeves

British Council

This document discusses governance trends in higher education, including increasing accountability, transparency, and focus on culture and succession planning at the board level. It outlines principles of good governance practice, including defining roles and responsibilities, balancing short and long-term priorities, and focusing on both external stakeholders and internal organizational health. Academic governance is one of the primary responsibilities of governing bodies, and there is a focus on assuring teaching quality and student outcomes. Effective boards evaluate their own performance and avoid common pitfalls like lack of teamwork or imbalance between oversight functions. The document also notes current issues around board diversity and professionalization.

Presentation Caldwell

guestcb5d0b

This document discusses the concept of school autonomy and networking. It provides examples of networks of model schools from international experience, including the Networked Learning Communities in England and specialized school networks. School autonomy is most effective when combined with accountability measures like external exams. The document concludes that while networking is an important strategy for improving schools, further research is still needed to fully understand its impact.

CriCET: Remodeling Literacy Learning

edcocp

This document discusses the importance of teacher collaboration for supporting literacy learning. It provides heuristics for designing and evaluating reform models that focus on creating a collaborative culture among educators. A literacy coaching team completed an assessment of their collaborative practices, and the results show areas of strength and opportunities for growth. Key aspects of collaboration discussed include maintaining an inquiry stance, using evidence effectively, enacting shared agreements, and supporting collaboration systemically.

Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...

Richard Hall

This document summarizes Richard Hall's experience working to embed inclusivity in the curriculum at De Montfort University (DMU). It describes how DMU has progressed from a focus on "Freedom to Achieve" to reduce the BAME attainment gap, to a broader initiative called "Decolonising DMU" to promote inclusion across the institution. Key activities discussed include curriculum co-creation with students, staff training, and reviewing university policies, practices and infrastructure from an inclusion perspective. Challenges addressed include representing all students in curricula and ensuring inclusive practices become normalized.

Strategies for scaling a blended learning pilot

cschneider36

This white paper—commissioned by the Cities for Education Entrepreneurship Trust (CEE-Trust)—examines potential responses to the challenges of growth by examining four approaches to scaling a successful blended learning initiative. Any of these approaches might be used alone or in combination with others, but the most promising efforts will be those that combine elements from all four approaches into a coherent, overall strategy.

What will education look like in the future?

The document outlines 4 scenarios for the future of schooling presented by the OECD: 1) Schooling Extended - Formal education continues to expand with individualized learning supported by technology. Traditional school structures and roles remain. 2) Education Outsourced - Learning occurs through diverse private arrangements as schooling systems compete in an education market. Structures are varied and teaching roles are diversified. 3) Schools as Learning Hubs - Schools prioritize local partnerships and resources to support flexible learning arrangements and community involvement. Teachers work within networks. 4) Learn-as-you-go - Distinctions between formal and informal learning disappear as technology allows education to occur anywhere. Traditional schooling is dismantled

management of change and development

chumantrakali

The document discusses best practices for creating a learning organization. It outlines characteristics of learning organizations like systems thinking, personal mastery, and shared vision. It also discusses benefits like innovation, competitiveness, and improved quality. Some best practices discussed include establishing effective leadership, measuring learning impact, aligning learning with HR and talent management, using an LMS, and fostering informal and on-demand learning. The conclusion states that while learning organization principles are valuable, there is no single strategy and companies must adapt practices to their unique situation and trends.

The Why and How of Knowledge Management: Some Applications in Teaching and Le...

Olivier Serrat

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