Promising Practices in Supporting Success for Indigenous StudentsEduSkills OECD
The OECD has just published a report on Promising Practices in Supporting Success for Indigenous Students in collaboration with provinces and territories in Canada, with New Zealand and with Queensland, Australia. The publication highlights examples of Indigenous students' success and how these successes have been achieved.
This presentation provides an overview of the Study and of its key findings.
Innovation, Governance and Reform in Education How CERI Research can Inform t...EduSkills OECD
This presentation was given by Dirk Van Damme, Head of CERI, at the opening session of the CERI Conference on Innovation, Governance and Reform in Education on 3 November 2014. It looks at the challenges for educational policy and reform, the role of innovation in education, the governance of education systems, as well as the important themes of trust, leadership, accountability, professionalism, and knowledge.
A coordinated approach to skills issues: the OECD Centre for Skills EduSkills OECD
A PowerPoint by Ms. Montserrat Gomendio, OECD Deputy Director for Education and Skills & Head of the Skills Centre, presented at the Skills Summit 2018, Porto.
SESSION 3: IMPLEMENT – Towards better skills policies for tomorrow’s world
Objective: Discuss the major challenges in the implementation of education and skills policies raised by the digital transformation, identify contentious issues and how they can be solved, and agree on specific actions
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.
Surveying administrative innovations in tertiary education: experience from A...EduSkills OECD
This presentation was given by Anthony Arundel 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.
Promising Practices in Supporting Success for Indigenous StudentsEduSkills OECD
The OECD has just published a report on Promising Practices in Supporting Success for Indigenous Students in collaboration with provinces and territories in Canada, with New Zealand and with Queensland, Australia. The publication highlights examples of Indigenous students' success and how these successes have been achieved.
This presentation provides an overview of the Study and of its key findings.
Innovation, Governance and Reform in Education How CERI Research can Inform t...EduSkills OECD
This presentation was given by Dirk Van Damme, Head of CERI, at the opening session of the CERI Conference on Innovation, Governance and Reform in Education on 3 November 2014. It looks at the challenges for educational policy and reform, the role of innovation in education, the governance of education systems, as well as the important themes of trust, leadership, accountability, professionalism, and knowledge.
A coordinated approach to skills issues: the OECD Centre for Skills EduSkills OECD
A PowerPoint by Ms. Montserrat Gomendio, OECD Deputy Director for Education and Skills & Head of the Skills Centre, presented at the Skills Summit 2018, Porto.
SESSION 3: IMPLEMENT – Towards better skills policies for tomorrow’s world
Objective: Discuss the major challenges in the implementation of education and skills policies raised by the digital transformation, identify contentious issues and how they can be solved, and agree on specific actions
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.
Surveying administrative innovations in tertiary education: experience from A...EduSkills OECD
This presentation was given by Anthony Arundel 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.
What will education look like in the future?EduSkills OECD
Looking ahead and beyond the current pandemic, how do we envisage education changing? The events of the past year have accelerated our increasing familiarity and use of technology and online learning, making us wonder whether our education systems are keeping pace. What new possibilities does this present? And what are the challenges to some of the structures we have in place now, for example in higher education?
And crucially, how do we best prepare our young people for the future, while at the same time ensuring that we have the workforce we need?
This presentation was part of an interactive webinar, hosted by the OECD and Education and Employers, where we outlined four different scenarios describing what education might look like in the future, and then discussed what each might mean for students.
Building a high-quality early childhood education and care workforce: Further...EduSkills OECD
Andreas Schleicher presents the new findings from the second volume of TALIS Starting Strong.
The work of early childhood education and care (ECEC) professionals is the major driver of the quality of an ECEC system. As evidence accumulates on the strong benefits of investing in early education, countries need effective policies to attract, maintain and retain a highly skilled workforce in the sector. This report looks at the makeup of the early childhood education and care workforce across countries, assessing how initial preparation programmes compare across different systems, what types of in-service training and informal learning activities help staff to upgrade their skills, and what staff say about their working conditions, as well as identifying policies that can reduce staff stress levels and increase well-being at work. The report also looks at which leadership and managerial practices in ECEC centres contribute to improving the skills, working conditions and working methods of staff.
The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is the first international survey that focuses on the early childhood education and care workforce. It offers an opportunity to learn about the characteristics of ECEC staff and centre leaders, their practices at work, and their views on the profession and the sector. This second volume of findings, Building a High-Quality Early Childhood Education and Care Workforce, examines factors that influence the skills development of ECEC professionals, their working conditions and well-being at work, and leadership in ECEC centres.
Supporting meaningful interactions in early childhood education and care: Ins...EduSkills OECD
Children’s learning, development and well-being are directly influenced by their daily interactions with other children, adults, their families and the environment. This interactive process is known as “process quality”, and leads to a key question: Which policies set the best conditions for children to experience high-quality interactions in early childhood education and care (ECEC) settings?
The OECD launched the publication "Starting Strong VI: Supporting Meaningful Interactions in Early Childhood Education and Care" and present its findings for Canada. Co-hosted by Government of Canada / Gouvernement du Canada, this launch webinar looked at five main policy levers and their effect on process quality, focusing particularly on curriculum and pedagogy, and workforce development.
Starting Strong III: A Quality Toolbox for Early Childhood Education and Care EduSkills OECD
Curriculum or standards can:
Ensure even quality across different settings
Help staff to enhance their pedagogical strategies
Help parents to better understand child development
There is a need to:
Go beyond “curriculum dichotomies” – academic vs. comprehensive approach.
Consolidate the “added value” of different approaches.
The design of school learning environments can foster, or hinder, the teaching and learning of 21st century skills. By the time students complete their compulsory education, they will have spent many thousands of hours within school buildings. The same holds true for their teachers and school leaders who all too often are obliged to adapt to existing layouts in schools, rather than shape them actively.
The OECD School User Survey: Improving Learning Spaces Together gives voice to those who use schools on a daily basis. This unique OECD tool consists of three self-assessment questionnaires designed for students, teachers and school leaders. They can be used to collect and triangulate evidence on the actual use of learning spaces, as well as to solicit user perspectives.
Survey results can be used at the school level to support continuous improvement and the intelligent use or refurbishment of educational facilities. They can provide deeper insights into how physical learning environments shape teaching practices and affect students’ learning outcomes and well-being.
A Guide for School Districts: Exploring Alternative Measures of Student Learn...Tanya Paperny
Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today — with unfamiliar school configurations and unknown impacts on student outcomes — it is more important than ever that districts are diligent about assessing schools’ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
Curriculum alignment and progression between early childhood education and ca...EduSkills OECD
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.
Schooling Redesigned - Towards Innovative Learning SystemsEduSkills OECD
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.
PISA 2018 looks at reading, mathematics, science, financial literacy and global competency of around 600,000 students across 79 countries.
Latest results:
What students know and can do
Where all students can succeed
What school life means for students' lives
Let Schools Decide: The Norwegian approach to school improvementEduSkills OECD
Q & A Webinar | 27 January 2021
In 2017, the government of Norway introduced new measures to provide schools and municipalities with greater freedom to carry out systematic school improvement based on what the schools themselves believe needs to change. Hege Nilssen, Head of the Directorate for Education and Training in Norway, Andreas Schleicher, OECD Director for Education and Skills, and the OECD’s Implementing Education Policies team discuss how this innovative model was designed and implemented, and what other countries can learn from it.
Insights from PISA for Schools and Local EducatorsEduSkills OECD
Over half a million students representing 28 million 15-year-olds in 65 countries/economies took an internationally agreed 2-hour test and responded to questions on their personal background, their schools and their engagement with learning and school
Moving Toward Sustainability: Kansas City Teacher ResidencyJeremy Knight
Kansas City Teacher Residency (KCTR) is a teacher residency program that recruits, certifies, and develops teachers in the Kansas city region. Launched in 2016, by Ewing Marion Kauffman Foundation, KCTR has established a high-quality and diverse teacher preparatory program for Kansas City. In late 2018, Bellwether partnered with KCTR and Kauffman Foundation to redesign KCTR's program model to bring it in line with peer benchmarks and ensure long-term impact and sustainability. Over six months, Bellwether, in collaboration with KCTR's senior leadership team, Board, and key advisers, developed and began to implement a plan to put KCTR on a path to organizational and financial sustainability (initial changes significantly reduced the ongoing fundraising need). Key priorities identified in the plan included strengthening partnerships (with schools and university), optimizing KCTR expenditures, exploring new earned-revenue opportunities, and gradually growing the number of residents to full-scale. With the new plan, KCTR is prepared to continue the growth of impact while doing so in a sustainable manner, to ultimately fuel Kansas City with passionate, effective, and diverse educators.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
OECD School Resources Review - Project Overview 2020EduSkills OECD
The OECD School Resources Review aims to help countries make resource decisions that support quality, equity and efficiency in school education. The Review provides country-specific and comparative analysis on the use of financial, physical and human resources in school systems. It offers policy advice on how to govern, distribute and manage resources so that they contribute to achieving countries’ educational objectives. More information on the project and its publications can be found at: http://www.oecd.org/education/school-resources-review/.
Results to be released on December 6
Key issues:
How far are we nurturing a generation of scientifically literate young people?
Are schools adequately preparing young people for adult life?
What kinds of learning environments do we find in high performing systems?
Can schools improve the futures of students from disadvantaged backgrounds?
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.
Charter schools currently serve 3 million students in more than 7,000 schools across 44 states and Washington, D.C. And their reach continues to grow: Since 2005, the number of charter schools in the U.S. has nearly doubled, and the number of charter students has nearly tripled.
Despite being an enduring presence in the nation’s education space, charter schools remain a topic of ongoing debate. The State of the Charter Sector provides the latest available information on charter schools across the country, including updated data on growth, performance, and geographic trends. It also includes analyses of the challenges that charter schools face and how the sector is trying to address them.
This comprehensive slide deck updates our 2015 State of the Charter School Movement, and together, these resources serve as a fact base to cut through the rhetoric that often accompanies conversations about charter schools.
The goal of this analysis is not to persuade, but to inform. As the charter sector continues to grow and improve, it needs a rigorous, evidence-based debate around its weaknesses and strengths. Accurate information is crucial for thoughtful policymaking and, ultimately, to ensuring all students have access to a high-quality education.
What will education look like in the future?EduSkills OECD
Looking ahead and beyond the current pandemic, how do we envisage education changing? The events of the past year have accelerated our increasing familiarity and use of technology and online learning, making us wonder whether our education systems are keeping pace. What new possibilities does this present? And what are the challenges to some of the structures we have in place now, for example in higher education?
And crucially, how do we best prepare our young people for the future, while at the same time ensuring that we have the workforce we need?
This presentation was part of an interactive webinar, hosted by the OECD and Education and Employers, where we outlined four different scenarios describing what education might look like in the future, and then discussed what each might mean for students.
Building a high-quality early childhood education and care workforce: Further...EduSkills OECD
Andreas Schleicher presents the new findings from the second volume of TALIS Starting Strong.
The work of early childhood education and care (ECEC) professionals is the major driver of the quality of an ECEC system. As evidence accumulates on the strong benefits of investing in early education, countries need effective policies to attract, maintain and retain a highly skilled workforce in the sector. This report looks at the makeup of the early childhood education and care workforce across countries, assessing how initial preparation programmes compare across different systems, what types of in-service training and informal learning activities help staff to upgrade their skills, and what staff say about their working conditions, as well as identifying policies that can reduce staff stress levels and increase well-being at work. The report also looks at which leadership and managerial practices in ECEC centres contribute to improving the skills, working conditions and working methods of staff.
The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is the first international survey that focuses on the early childhood education and care workforce. It offers an opportunity to learn about the characteristics of ECEC staff and centre leaders, their practices at work, and their views on the profession and the sector. This second volume of findings, Building a High-Quality Early Childhood Education and Care Workforce, examines factors that influence the skills development of ECEC professionals, their working conditions and well-being at work, and leadership in ECEC centres.
Supporting meaningful interactions in early childhood education and care: Ins...EduSkills OECD
Children’s learning, development and well-being are directly influenced by their daily interactions with other children, adults, their families and the environment. This interactive process is known as “process quality”, and leads to a key question: Which policies set the best conditions for children to experience high-quality interactions in early childhood education and care (ECEC) settings?
The OECD launched the publication "Starting Strong VI: Supporting Meaningful Interactions in Early Childhood Education and Care" and present its findings for Canada. Co-hosted by Government of Canada / Gouvernement du Canada, this launch webinar looked at five main policy levers and their effect on process quality, focusing particularly on curriculum and pedagogy, and workforce development.
Starting Strong III: A Quality Toolbox for Early Childhood Education and Care EduSkills OECD
Curriculum or standards can:
Ensure even quality across different settings
Help staff to enhance their pedagogical strategies
Help parents to better understand child development
There is a need to:
Go beyond “curriculum dichotomies” – academic vs. comprehensive approach.
Consolidate the “added value” of different approaches.
The design of school learning environments can foster, or hinder, the teaching and learning of 21st century skills. By the time students complete their compulsory education, they will have spent many thousands of hours within school buildings. The same holds true for their teachers and school leaders who all too often are obliged to adapt to existing layouts in schools, rather than shape them actively.
The OECD School User Survey: Improving Learning Spaces Together gives voice to those who use schools on a daily basis. This unique OECD tool consists of three self-assessment questionnaires designed for students, teachers and school leaders. They can be used to collect and triangulate evidence on the actual use of learning spaces, as well as to solicit user perspectives.
Survey results can be used at the school level to support continuous improvement and the intelligent use or refurbishment of educational facilities. They can provide deeper insights into how physical learning environments shape teaching practices and affect students’ learning outcomes and well-being.
A Guide for School Districts: Exploring Alternative Measures of Student Learn...Tanya Paperny
Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today — with unfamiliar school configurations and unknown impacts on student outcomes — it is more important than ever that districts are diligent about assessing schools’ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
Curriculum alignment and progression between early childhood education and ca...EduSkills OECD
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.
Schooling Redesigned - Towards Innovative Learning SystemsEduSkills OECD
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.
PISA 2018 looks at reading, mathematics, science, financial literacy and global competency of around 600,000 students across 79 countries.
Latest results:
What students know and can do
Where all students can succeed
What school life means for students' lives
Let Schools Decide: The Norwegian approach to school improvementEduSkills OECD
Q & A Webinar | 27 January 2021
In 2017, the government of Norway introduced new measures to provide schools and municipalities with greater freedom to carry out systematic school improvement based on what the schools themselves believe needs to change. Hege Nilssen, Head of the Directorate for Education and Training in Norway, Andreas Schleicher, OECD Director for Education and Skills, and the OECD’s Implementing Education Policies team discuss how this innovative model was designed and implemented, and what other countries can learn from it.
Insights from PISA for Schools and Local EducatorsEduSkills OECD
Over half a million students representing 28 million 15-year-olds in 65 countries/economies took an internationally agreed 2-hour test and responded to questions on their personal background, their schools and their engagement with learning and school
Moving Toward Sustainability: Kansas City Teacher ResidencyJeremy Knight
Kansas City Teacher Residency (KCTR) is a teacher residency program that recruits, certifies, and develops teachers in the Kansas city region. Launched in 2016, by Ewing Marion Kauffman Foundation, KCTR has established a high-quality and diverse teacher preparatory program for Kansas City. In late 2018, Bellwether partnered with KCTR and Kauffman Foundation to redesign KCTR's program model to bring it in line with peer benchmarks and ensure long-term impact and sustainability. Over six months, Bellwether, in collaboration with KCTR's senior leadership team, Board, and key advisers, developed and began to implement a plan to put KCTR on a path to organizational and financial sustainability (initial changes significantly reduced the ongoing fundraising need). Key priorities identified in the plan included strengthening partnerships (with schools and university), optimizing KCTR expenditures, exploring new earned-revenue opportunities, and gradually growing the number of residents to full-scale. With the new plan, KCTR is prepared to continue the growth of impact while doing so in a sustainable manner, to ultimately fuel Kansas City with passionate, effective, and diverse educators.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
OECD School Resources Review - Project Overview 2020EduSkills OECD
The OECD School Resources Review aims to help countries make resource decisions that support quality, equity and efficiency in school education. The Review provides country-specific and comparative analysis on the use of financial, physical and human resources in school systems. It offers policy advice on how to govern, distribute and manage resources so that they contribute to achieving countries’ educational objectives. More information on the project and its publications can be found at: http://www.oecd.org/education/school-resources-review/.
Results to be released on December 6
Key issues:
How far are we nurturing a generation of scientifically literate young people?
Are schools adequately preparing young people for adult life?
What kinds of learning environments do we find in high performing systems?
Can schools improve the futures of students from disadvantaged backgrounds?
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.
Charter schools currently serve 3 million students in more than 7,000 schools across 44 states and Washington, D.C. And their reach continues to grow: Since 2005, the number of charter schools in the U.S. has nearly doubled, and the number of charter students has nearly tripled.
Despite being an enduring presence in the nation’s education space, charter schools remain a topic of ongoing debate. The State of the Charter Sector provides the latest available information on charter schools across the country, including updated data on growth, performance, and geographic trends. It also includes analyses of the challenges that charter schools face and how the sector is trying to address them.
This comprehensive slide deck updates our 2015 State of the Charter School Movement, and together, these resources serve as a fact base to cut through the rhetoric that often accompanies conversations about charter schools.
The goal of this analysis is not to persuade, but to inform. As the charter sector continues to grow and improve, it needs a rigorous, evidence-based debate around its weaknesses and strengths. Accurate information is crucial for thoughtful policymaking and, ultimately, to ensuring all students have access to a high-quality education.
Presentation by FAM (the Foster Care & Adoption Ministry at The Village church) teaching about foster care, adoption and other ways to serve these children and their families.
Building a high-quality teaching profession - lessons from around the worldEduSkills OECD
Andreas Schleicher (Special advisor to the Secretary-General of the OECD on Education Policy - Head of the Indicators and Analysis Division of the OECD Directorate for Education)
Schleicher, OECD, Bildung in die Zukunft steuernvavoida
Schleicher, OECD
im Rahmen des Bildungstalks 2010
Video of presentation
http://ichmachpolitik.at
download version at
http://www.vavoida.org/uploads/schleicher.ppt
Governor Kitzhaber has proposed moving Oregon to an education system that cares more about outcomes that seat time and that abandons Oregon’s siloed approach to setting budgets for PreK, K-12, higher education and community colleges. It’s a major transformation, but it is necessary for the health of our communities and economy.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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1. Why quality in education mattersAnd what it takes to improve it Egypt Education SummitLuxor, 18 March 2010 Andreas SchleicherEducation Policy Advisor of the OECD Secretary-General
2. Know why you are looking The yardstick for success is no longer just improvement by national standards… … but the best performing education systems globally Know what you are looking for The kind of ‘human capital’ that makes a difference for individuals and nations How do we recognise it when we found it? The link between skills, and economic and social outcomes Policy implications Understanding what contributes to the success of education systems and improving performance .
3. A world of change – highereducation Expenditure per student at tertiary level (USD) Cost per student Graduate supply Tertiary-type A graduation rate
4. A world of change – highereducation Expenditure per student at tertiary level (USD) United States Cost per student Finland Graduate supply Tertiary-type A graduation rate
5. A world of change – highereducation Expenditure per student at tertiary level (USD) Australia Finland United Kingdom Tertiary-type A graduation rate
6. A world of change – highereducation Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate
7. A world of change – highereducation Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate
8. A world of change – highereducation Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate
9. A world of change – highereducation Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate
10. A world of change – highereducation Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate
11. A world of change – highereducation Expenditure per student at tertiary level (USD) United States Australia Finland Tertiary-type A graduation rate
12. Know what you are looking for The kind of human capital that makes a difference for people and nations
16. OECD’s PISA assessment of the knowledge and skills of 15-year-olds Coverage of world economy 83% 77% 81% 85% 86% 87%
17. México (410) High science performance Average performanceof 15-year-olds in science – extrapolate and apply Low science performance
18. How do we know that we found it? To what extent knowledge and skills matter for the success of individuals and economies
19. Increased likelihood of postsec. particip. at age 19/21 associated with PISA reading proficiency at age 15 (Canada)after accounting for school engagement, gender, mother tongue, place of residence, parental, education and family income (reference group PISA Level 1) Odds ratioCollege entry School marks at age 15 PISA performance at age 15
20. Modelling the impact Programmes to improve cognitive skills through schools take time to implement and to have their impact on students. Assume that it will take 20 years to implement reform The impact of improved skills will not be realised until the students with greater skills move into the labour force Assume that improved PISA performance will result in improved skill-based of 2.5% of the labour-force each year The economy will respond over time as new technologies are developed and implemented, making use of the new higher skills Estimate the total gains over the lifetime of the generation born this year .
21. México (410) High science performance Average performanceof 15-year-olds in science – extrapolate and apply Low science performance
22. Relationship between test performance and economic outcomesAnnual improved GDP from raising performance by 25 PISA points Percent addition to GDP
27. Some conclusions The higher economic outcomes that improved student performance entails dwarf the dimensions of economic cycles Even if the estimated impacts of skills were twice as large as the true underlying causal impact on growth, the resulting present value of successful school reform still far exceeds any conceivable costs of improvement.
29. Money matters - but other things do too Question: If better education results in more money, Does more money result in better education?
30. Spending choices on secondary schoolsContribution of various factors to upper secondary teacher compensation costsper student as a percentage of GDP per capita (2004) Percentage points
31. High ambitions and universal standards Rigor, focus and coherence Great systems attract great teachers and provide access to best practice and quality professional development
32. Challenge and support Strong support Poor performance Improvements idiosyncratic Strong performance Systemic improvement Lowchallenge Highchallenge Poor performance Stagnation Conflict Demoralisation Weak support
33.
34. Principals who manage ‘a building’, who have little training and preparation and are accountable but not empowered
35. Attracting, recruiting and providing excellent training for prospective teachers from the top third of the graduate distribution
36. Attracting and recruiting teachers from the bottom third of the graduate distribution and offering training which does not relate to real classrooms
38. The best teachers are in the most advantaged communitiesHuman capital
39.
40. Seniority and tenure matter more than performance; patchy professional development; wide variation in quality
41. Teachers and the system expect every child to succeed and intervene preventatively to ensure this
42. Wide achievement gaps, just beginning to narrow but systemic and professional barriers to transformation remain in placeHuman capital (cont…)
43. High ambitions Devolved responsibility,the school as the centre of action Accountability and intervention in inverse proportion to success Access to best practice and quality professional development
44. School autonomy, standards-based examinations and science performanceSchool autonomy in selecting teachers for hire PISA score in science
45. Public and private schools % Score point difference Public schools perform better Private schools perform better
46. Pooled international dataset, effects of selected school/system factors on science performance after accounting for all other factors in the model School principal’s positive evaluation of quality of educational materials(gross only) Schools with more competing schools(gross only) Schools with greater autonomy (resources)(gross and net) School activities to promote science learning(gross and net) One additional hour of self-study or homework (gross and net) One additional hour of science learning at school (gross and net) School results posted publicly (gross and net) Academically selective schools (gross and net) but no system-wide effect Schools practicing ability grouping (gross and net) One additional hour of out-of-school lessons (gross and net) 20 Each additional 10% of public funding(gross only) School principal’s perception that lack of qualified teachers hinders instruction(gross only) Effect after accounting for the socio-economic background of students, schools and countries Measured effect OECD (2007), PISA 2006 – Science Competencies from Tomorrow’s World, Table 6.1a
47. Strong ambitions Devolvedresponsibility,the school as the centre of action Integrated educational opportunities From prescribed forms of teaching and assessment towards personalised learning Accountability Access to best practice and quality professional development
48. High science performance Durchschnittliche Schülerleistungen im Bereich Mathematik High average performance Large socio-economic disparities High average performance High social equity Strong socio-economic impact on student performance Socially equitable distribution of learning opportunities Early selection and institutional differentiation High degree of stratification Low degree of stratification Low average performance Large socio-economic disparities Low average performance High social equity Low science performance
79. www.oecd.org; www.pisa.oecd.org All national and international publications The complete micro-level database email: pisa@oecd.org Andreas.Schleicher@OECD.org … and remember: Without data, you are just another person with an opinion Thank you !
Editor's Notes
We have seen tremendous improvements in the output of educational institutions over the last years.But how do we know what kind of human capital really makes a difference for the economic and social prospects of individuals? The significance of the publication I am presenting to you lies in establishing and quantifying that link between educational outcomes, on the one hand, and economic growth, on the other. It shows you two things: Improving the quantitative output of educational systems, the length of schooling, is making some, but not a lot of difference for your success. But you will see that those countries that have been able to improve quality of learning outcomes, as measured by PISA, have seen enormous gains.
Education systems are responding to the challenges, first of all, with rapidly rising output. The pace of change is most clearly visible in higher education, and I want to bring two more dimensions into the picture here. Each dot on this chart represents one country. The horizontal axis shows you the college graduation rate, the proportion of an age group that comes out of the system with a college degree. The vertical axis shows you how much it costs to educate a graduate per year.
*Lets now add where the money comes from into the picture, the larger the dot, the larger the share of private spending on college education, such as tuition.The chart shows the US as the country with the highest college graduation rate, and the highest level of spending per student. The US is also among the countries with the largest share of resources generated through the private sector. That allows the US to spend roughly twice as much per student as Europe. US, FinlandThe only thing I have not highlighted so far is that this was the situation in 1995. And now watch this closely as you see how this changed between 1995 and 2005.
You see that in 2000, five years, later, the picture looked very different. While in 1995 the US was well ahead of any other country – you see that marked by the dotted circle, in 2000 several other countries had reached out to this frontier. Look at Australia, in pink.
Let me then address the issue of what we know about the kind of human capital that will make a difference.
Let us go back to the 1960s. The chart shows you the wealth of world regions and the average years of schooling in these regions, which is the most traditional measure of human capital. Have a look at Latin America, it ranked third in wealth and third in years of schooling, so in the 1960s the world seemed pretty much in order.
But when you look at economic growth between 1960 and 2000, you see that something went wrong. Despite the fact that Latin America did well in terms of years of schooling, only Sub-Saharan Africa did worse in terms of economic growth. So in 2000, Latin America had fallen back considerably in terms of GDP per capita.You can draw two conclusions from this: Either education is not as important for economic growth as we thought, or we have for a long time been measuring the wrong thing.
Now let me add one additional element, and that is a measure of the quality of education, in the form of the score of the different world regions on international tests like PISA or TIMSS. And you see now that the world looks in order again, there seems a close relationship between test scores and economic growth. You can see that even more clearly when you put this into graphical form. This is one of the charts produced by Professor Hanushek. And, as Professor Hanushek will explain, the relationship holds even when you account for other factors, it even holds when you compare growth in economies with growth in learning outcomes, which is the closest we can come to examining causality.So what this tells you is that it is not simply years of schooling or the number of graduates we produce, but indeed the quality of learning outcomes that counts.
How do we know that we know?I want to distinguish here between the impact knowledge and skills such as those assessed by PISA have for the success of individuals, on the one hand, and economies, on the other.
The best way to find out whether what students have learned at school matters for their life is to actuallywatch what happens to them after they leave school. This is exactly what we have done that with around 30,000 students in Canada. We tested them in the year 2000 when they were 15 years old in reading, math and science, and since then we are following up with them each year on what choices they make and how successful they are in their transition from school to higher education and work.The horizontal axis shows you the PISA level which 15-year-old Canadians had scored in 2000. Level 2 is the baseline level on the PISA reading test and Level 5 the top level in reading.The red bar shows you how many times more successful someone who scored Level 2 at age 15 was at age 19 to have made a successful transition to university, as compared to someone who did not make it to the baseline PISA level 1. And to ensure that what you see here is not simply a reflection of social background, gender, immigration or school engagement, we have already statistically accounted for all of these factors. The orange bar. …How would you expect the picture to be like at age 21? We are talking about test scores here, but for a moment, lets go back to the judgements schools make on young people, for example through school marks. You can do the same thing here, you can see how well school marks at age 15 predict the subsequent success of youths. You see that there is some relationship as well, but that it is much less pronounced than when we use the direct measure of skills.