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