The Review offers a broad analysis of school education in Colombia, from funding and educational provision to teacher policy. The report focuses on rural-urban gaps within the context of Colombia’s peace agreement and makes recommendations on how to advance in narrowing these gaps.
After a period of relative neglect in many countries, apprenticeships and other forms of work-based learning are experiencing a revival. Their effectiveness in easing school-to-work transitions and serving the economy is increasingly recognised. However, engaging individuals, employers, social partners and education and training systems in such learning remains a significant challenge. In light of this, Seven Questions about Apprenticeships draws out policy messages on how to design and implement high-quality apprenticeships, using material from the OECD project Work-based Learning in Vocational Education and Training.
It presents answers to seven questions commonly asked by governments and practitioners seeking to either introduce or reform apprenticeship systems for young people and/or older workers. Can apprenticeships provide a useful contribution in every country? Should employers receive financial incentives for providing apprenticeships? What is the right wage for apprentices, and how long should an apprenticeship last? How can we ensure a good learning experience at work? How can apprenticeships be made to work for youth at risk? And how to attract potential apprentices?
The study establishes principles of effective practice by building on new analytical work and examples of effective practice from around the world.
PowerPoint by Mr. Andreas Schleicher, OECD Director for Education and Skills, Skills Summit 2018, Porto.
SESSION 2: DESIGN – Rethinking education and lifelong learning policies
Objective: Discuss how education and skills policies need to be redesigned to make the most of the digital transformation; discuss whether digitalisation is creating the need to adopt a lifelong learning approach to skills development
Presentation by Andrew Bell, OECD, to the Parliamentary Committee, 7 October, Riga, Latvia. Launch of the OECD publication “OECD Skills Strategy Implementation Guidance for Latvia: Developing Latvia’s Education Development guidelines 2021-2027”.
What is career guidance?
Career education in which students learn about the world of work and develop career management skills through classroom teaching, and through other activities.
Career information on courses and careers, progression routes and choices.
Individual career counselling on a one-to-one basis, providing specific advice on career decisions.
Direct contact with the world of work to give young people first-hand insights into, and experiences of, the labour market in order to raise, broaden and inform career aspirations.
Presentation by Andrew Bell, OECD, 7 October 2020, Riga, Latvia. Launch of the OECD publication “OECD Skills Strategy Implementation Guidance for Latvia: Developing Latvia’s Education Development guidelines 2021-2027”.
Southeast Asia Regional Programme Forum 2021: Breakout session “Reskilling an...OECD Centre for Skills
El lza Mohamedou, Head of the OECD Centre for Skills presented at the Southeast Asia Regional Programme Forum on 20 May 2021, during the breakout session “Reskilling and upskilling for an inclusive and sustainable recovery”
27 January 2020, Bratislava.
This report, “OECD Skills Strategy Slovak Republic: Assessment and Recommendations”, identifies opportunities and makes recommendations to strengthen the skills of youth, reduce skills imbalances, foster greater participation in adult learning and strengthen the use of skills in the workplace.
After a period of relative neglect in many countries, apprenticeships and other forms of work-based learning are experiencing a revival. Their effectiveness in easing school-to-work transitions and serving the economy is increasingly recognised. However, engaging individuals, employers, social partners and education and training systems in such learning remains a significant challenge. In light of this, Seven Questions about Apprenticeships draws out policy messages on how to design and implement high-quality apprenticeships, using material from the OECD project Work-based Learning in Vocational Education and Training.
It presents answers to seven questions commonly asked by governments and practitioners seeking to either introduce or reform apprenticeship systems for young people and/or older workers. Can apprenticeships provide a useful contribution in every country? Should employers receive financial incentives for providing apprenticeships? What is the right wage for apprentices, and how long should an apprenticeship last? How can we ensure a good learning experience at work? How can apprenticeships be made to work for youth at risk? And how to attract potential apprentices?
The study establishes principles of effective practice by building on new analytical work and examples of effective practice from around the world.
PowerPoint by Mr. Andreas Schleicher, OECD Director for Education and Skills, Skills Summit 2018, Porto.
SESSION 2: DESIGN – Rethinking education and lifelong learning policies
Objective: Discuss how education and skills policies need to be redesigned to make the most of the digital transformation; discuss whether digitalisation is creating the need to adopt a lifelong learning approach to skills development
Presentation by Andrew Bell, OECD, to the Parliamentary Committee, 7 October, Riga, Latvia. Launch of the OECD publication “OECD Skills Strategy Implementation Guidance for Latvia: Developing Latvia’s Education Development guidelines 2021-2027”.
What is career guidance?
Career education in which students learn about the world of work and develop career management skills through classroom teaching, and through other activities.
Career information on courses and careers, progression routes and choices.
Individual career counselling on a one-to-one basis, providing specific advice on career decisions.
Direct contact with the world of work to give young people first-hand insights into, and experiences of, the labour market in order to raise, broaden and inform career aspirations.
Presentation by Andrew Bell, OECD, 7 October 2020, Riga, Latvia. Launch of the OECD publication “OECD Skills Strategy Implementation Guidance for Latvia: Developing Latvia’s Education Development guidelines 2021-2027”.
Southeast Asia Regional Programme Forum 2021: Breakout session “Reskilling an...OECD Centre for Skills
El lza Mohamedou, Head of the OECD Centre for Skills presented at the Southeast Asia Regional Programme Forum on 20 May 2021, during the breakout session “Reskilling and upskilling for an inclusive and sustainable recovery”
27 January 2020, Bratislava.
This report, “OECD Skills Strategy Slovak Republic: Assessment and Recommendations”, identifies opportunities and makes recommendations to strengthen the skills of youth, reduce skills imbalances, foster greater participation in adult learning and strengthen the use of skills in the workplace.
Estrategia de competencias de la OCDE Reporte de diagnostico para el PeruEduSkills OECD
Tener las competencias adecuadas es una inversión en el futuro de Perú que puede ayudar a:
que la población este bien equipada para transformar su entorno económico y social;
que los empleadores puedan encontrar las competencias necesarias para producir, crecer e innovar;
que la sociedad viva en armonía y solidariamente;
que la economía sea mas resistente a los cambios externos y adaptable a nuevas tecnologías.
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
OECD School Resources Review - Responsive School SystemsEduSkills OECD
This report on Responsive School Systems is the second in a series of thematic comparative reports bringing together findings from the OECD’s School Resources Review. Evolving educational objectives, changing student needs and demographic developments require school systems to be highly responsive to new patterns of demand and adapt their provision accordingly. The organisation of school facilities, sectors and programmes plays a key role in doing so and in providing students with a high-quality education where they need it. The report aims to assist governments in organising school infrastructures and services to achieve their education policy objectives and to ensure that resources are used effectively and equitably. It offers a systematic analysis of the governance of school networks, their adaption to demographic changes and student needs in urban, rural and remote areas, as well as the vertical and horizontal co-ordination of education services to improve students’ transitions. This report was co-funded by the European Commission.
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.
Raising skills is critical to Portugal’s economic success and social well-being. As globalisation and digitalisation are transforming how people work, how societies function and how individuals interact, Portugal needs to equip its entire population with strong skills so that they can benefit from new opportunities.Portugal has put education and skills at the forefront of the political agenda for many years, but more than half of adults have not completed upper secondary education. With the population ageing rapidly and a growing skills divide between generations, Portugal needs to further strengthen its adult-learning system. To make change happen, Portugal will need a clear vision for the adult-learning system and a strong partnership between all stakeholders – all levels of government, education and training providers, employers, trade unions, the non-profit sector and learners.This report outlines areas where the accessibility, flexibility and quality of the adult-learning system can be improved, where governance and financing mechanisms can be strengthened, and provides examples of international and national good practice to help achieve these objectives. The report provides a series of concrete actions to help Portugal improve the adult-learning system and in turn enhance economic growth and social cohesion.
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training (VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration, in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices.
Curriculum Development for Online Learning: Considerations and Lessons from t...Gabriel Konayuma
The aim of the presentation is to identify key considerations and lessons from a Zambian perspective in the TVET sector of the role of curriculum development for online learning
The report, "OECD Skills Strategy Kazakhstan: Assessment and Recommendations", identifies opportunities and makes recommendations to improve the activation of skills of vulnerable populations, foster greater participation in adult learning of all forms, build an effective skills information system, and strengthen the governance of skills policies in Kazakhstan.
OECD School Resources Review - The Funding of School EducationEduSkills OECD
This report on the funding of school education constitutes the first in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. School systems have limited financial resources with which to pursue their objectives and the design of school funding policies plays a key role in ensuring that resources are directed to where they can make the most difference. As OECD school systems have become more complex and characterised by multi-level governance, a growing set of actors are increasingly involved in financial decision-making. This requires designing funding allocation models that are aligned to a school system’s governance structures, linking budget planning procedures at different levels to shared educational goals and evaluating the use of school funding to hold decision makers accountable and ensure that resources are used effectively and equitably. This report was co-funded by the European Commission.
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/.
Scotland's Curriculum for Excellence: Into the Future. Report presentationBeatriz Pont
Students in Scotland (UK) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.
Student profile, autonomy and flexibility the case of portugalEduSkills OECD
What is a successful student?
Areas of competence:
Language and Texts
Information and Communication
Reasoning and Problem-solving
Autonomy and Personal Development
Critical and Creative Thinking
Scientific and Technological Knowledge
Interpersonal Relationship
Individual and Collective Well-Being and Health
Aesthetic and Artistic Sensitivity
Body Awareness and Domain
What does teaching look like? Launch of the Global Teaching InSights video studyEduSkills OECD
As education systems and schools around the world are being challenged in unprecedented ways, teachers are playing a central role in both supporting young people to navigate these difficult times and prepare them for the world ahead. But the true complexity of teaching is rarely seen and still little understood. What do we really mean by impactful, high-quality teaching? How does it actually drive learning and growth? What does all it mean in the context of COVID-19?
Andreas Schleicher, OECD Director of Education and Skills, discusses these issues and presents the findings of the Global Teaching InSights report, which looks at what practices teachers use to manage the classroom, provide social-emotional support, and deliver quality instruction. This new international study is unique in the type of evidence collected, using classroom videos from over 700 teachers across eight different countries and economies to understand the nuances of teaching, along with teaching materials, teachers’ and students’ views, and students tests in a pre-post design, all aimed at providing as detailed and rich a picture of teaching as possible.
OECD Education Policy Outlook: Country Policy Profiles 2020EduSkills OECD
An Education Policy Outlook Profile reviews the current context and situation of the country’s education system and examines its challenges and policy responses, according to six policy levers that support improvement:
Students: How to raise outcomes for all in terms of 1) equity and quality and 2) preparing students for the future.
Institutions: How to raise quality through 3) school improvement and 4) evaluation and assessment.
System: How the system is organised to deliver education policy in terms of 5) governance and 6) funding.
Presentation by Dirk Van Damme, Head of the Innovation and Measuring Progress Division, OECD Directorate for Education and Skills, during the meeting of the OECD Global Parliamentary Network in Mexico City (23-24 June 2014).
The OECD Teachers’ Professional Learning (TPL) Study project overview 2020EduSkills OECD
This presentation gives an overview of supporting initial teacher preparation & continuing professional learning for the OECD Teachers' Professional Learning Study
Estrategia de competencias de la OCDE Reporte de diagnostico para el PeruEduSkills OECD
Tener las competencias adecuadas es una inversión en el futuro de Perú que puede ayudar a:
que la población este bien equipada para transformar su entorno económico y social;
que los empleadores puedan encontrar las competencias necesarias para producir, crecer e innovar;
que la sociedad viva en armonía y solidariamente;
que la economía sea mas resistente a los cambios externos y adaptable a nuevas tecnologías.
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
OECD School Resources Review - Responsive School SystemsEduSkills OECD
This report on Responsive School Systems is the second in a series of thematic comparative reports bringing together findings from the OECD’s School Resources Review. Evolving educational objectives, changing student needs and demographic developments require school systems to be highly responsive to new patterns of demand and adapt their provision accordingly. The organisation of school facilities, sectors and programmes plays a key role in doing so and in providing students with a high-quality education where they need it. The report aims to assist governments in organising school infrastructures and services to achieve their education policy objectives and to ensure that resources are used effectively and equitably. It offers a systematic analysis of the governance of school networks, their adaption to demographic changes and student needs in urban, rural and remote areas, as well as the vertical and horizontal co-ordination of education services to improve students’ transitions. This report was co-funded by the European Commission.
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.
Raising skills is critical to Portugal’s economic success and social well-being. As globalisation and digitalisation are transforming how people work, how societies function and how individuals interact, Portugal needs to equip its entire population with strong skills so that they can benefit from new opportunities.Portugal has put education and skills at the forefront of the political agenda for many years, but more than half of adults have not completed upper secondary education. With the population ageing rapidly and a growing skills divide between generations, Portugal needs to further strengthen its adult-learning system. To make change happen, Portugal will need a clear vision for the adult-learning system and a strong partnership between all stakeholders – all levels of government, education and training providers, employers, trade unions, the non-profit sector and learners.This report outlines areas where the accessibility, flexibility and quality of the adult-learning system can be improved, where governance and financing mechanisms can be strengthened, and provides examples of international and national good practice to help achieve these objectives. The report provides a series of concrete actions to help Portugal improve the adult-learning system and in turn enhance economic growth and social cohesion.
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training (VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration, in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices.
Curriculum Development for Online Learning: Considerations and Lessons from t...Gabriel Konayuma
The aim of the presentation is to identify key considerations and lessons from a Zambian perspective in the TVET sector of the role of curriculum development for online learning
The report, "OECD Skills Strategy Kazakhstan: Assessment and Recommendations", identifies opportunities and makes recommendations to improve the activation of skills of vulnerable populations, foster greater participation in adult learning of all forms, build an effective skills information system, and strengthen the governance of skills policies in Kazakhstan.
OECD School Resources Review - The Funding of School EducationEduSkills OECD
This report on the funding of school education constitutes the first in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. School systems have limited financial resources with which to pursue their objectives and the design of school funding policies plays a key role in ensuring that resources are directed to where they can make the most difference. As OECD school systems have become more complex and characterised by multi-level governance, a growing set of actors are increasingly involved in financial decision-making. This requires designing funding allocation models that are aligned to a school system’s governance structures, linking budget planning procedures at different levels to shared educational goals and evaluating the use of school funding to hold decision makers accountable and ensure that resources are used effectively and equitably. This report was co-funded by the European Commission.
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/.
Scotland's Curriculum for Excellence: Into the Future. Report presentationBeatriz Pont
Students in Scotland (UK) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.
Student profile, autonomy and flexibility the case of portugalEduSkills OECD
What is a successful student?
Areas of competence:
Language and Texts
Information and Communication
Reasoning and Problem-solving
Autonomy and Personal Development
Critical and Creative Thinking
Scientific and Technological Knowledge
Interpersonal Relationship
Individual and Collective Well-Being and Health
Aesthetic and Artistic Sensitivity
Body Awareness and Domain
What does teaching look like? Launch of the Global Teaching InSights video studyEduSkills OECD
As education systems and schools around the world are being challenged in unprecedented ways, teachers are playing a central role in both supporting young people to navigate these difficult times and prepare them for the world ahead. But the true complexity of teaching is rarely seen and still little understood. What do we really mean by impactful, high-quality teaching? How does it actually drive learning and growth? What does all it mean in the context of COVID-19?
Andreas Schleicher, OECD Director of Education and Skills, discusses these issues and presents the findings of the Global Teaching InSights report, which looks at what practices teachers use to manage the classroom, provide social-emotional support, and deliver quality instruction. This new international study is unique in the type of evidence collected, using classroom videos from over 700 teachers across eight different countries and economies to understand the nuances of teaching, along with teaching materials, teachers’ and students’ views, and students tests in a pre-post design, all aimed at providing as detailed and rich a picture of teaching as possible.
OECD Education Policy Outlook: Country Policy Profiles 2020EduSkills OECD
An Education Policy Outlook Profile reviews the current context and situation of the country’s education system and examines its challenges and policy responses, according to six policy levers that support improvement:
Students: How to raise outcomes for all in terms of 1) equity and quality and 2) preparing students for the future.
Institutions: How to raise quality through 3) school improvement and 4) evaluation and assessment.
System: How the system is organised to deliver education policy in terms of 5) governance and 6) funding.
Presentation by Dirk Van Damme, Head of the Innovation and Measuring Progress Division, OECD Directorate for Education and Skills, during the meeting of the OECD Global Parliamentary Network in Mexico City (23-24 June 2014).
The OECD Teachers’ Professional Learning (TPL) Study project overview 2020EduSkills OECD
This presentation gives an overview of supporting initial teacher preparation & continuing professional learning for the OECD Teachers' Professional Learning Study
Perfromance Information in the Education Sector by Paulo SantiagoOECD Governance
Presentation by Paulo Santiago at the 10th annual meeting of the Senior Budget Officials Performance and Results Network held on 24-25 November 2014. Find more information at http://www.oecd.org/gov/budgeting
The Funding of School Education - Connecting Resources and LearningEduSkills OECD
Launch Seminar, 26 June 2017, Brussels with Deborah Nusche & Thomas Radinger, OECD, Directorate for Education and Skills
School systems have limited financial resources with which to pursue their objectives and the design of school funding policies plays a key role in ensuring that resources are directed to where they can make the most difference. As OECD school systems have become more complex and characterised by multi-level governance, a growing set of actors are increasingly involved in financial decision-making. This requires designing funding allocation models that are aligned to a school system’s governance structures, linking budget planning procedures at different levels to shared educational goals and evaluating the use of school funding to hold decision makers accountable and ensure that resources are used effectively and equitably.
The Education in Ecuador/La Educación en el EcuadorFernando Santos
The Education in Ecuador refers to the general situation throughout the time, specially from the last 10 years. Also, referes aspects from all the educative level in Ecuador.
An overview of EFA in Kenya from the perspective of UNESCO at the IAU Workshop on higher education for EFA, in Nairobi, Kenya.
Presented by Yayoi Segi-Vltchek, UNESCO
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Andreas Schleicher presents at the launch of What does child empowerment mean...EduSkills OECD
Andreas Schleicher presents at the launch of ‘What does child empowerment mean today? Implications for education and well-being’ on the 15 May 2024. The report was launched by Mathias Cormann, OECD Secretary-General and can be found here: https://www.oecd-ilibrary.org/education/what-does-child-empowerment-mean-today_8f80ce38-en
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...EduSkills OECD
Andreas Schleicher, Director for Education and Skills at the OECD, presents at the webinar
No Child Left Behind: Tackling the School Absenteeism Crisis on 30 April 2024.
AI & cheating on high-stakes exams in upper secondary - Introduction by Shivi...EduSkills OECD
Shivi Chandra, Analyst at the OECD, presents slides to set the scene at the OECD Education Directorates Webinar 'AI and cheating in education: How can we safeguard the integrity of exams?' on 17 April 2024
Advancing Gender Equality The Crucial Role of Science and Technology 4 April ...EduSkills OECD
Eric Charbonnier, Analyst in the Innovation and Measuring Progress Division, OECD presents at the webinar 'Advancing Gender Equality: The Crucial Role of Science and Technology' on 4 April 2024.
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...EduSkills OECD
Camilla Stronati, Junior Policy Analyst, Transitions in Upper Secondary Education project, Directorate for Education and Skills, OECD, presents at the webinar 'The art of balancing curricular choice in upper secondary education' on 29 February 2024
Andreas Schleicher - 20 Feb 2024 - How pop music, podcasts, and Tik Tok are i...EduSkills OECD
Andreas Schleicher presentation at the OECD webinar 'Lights, Camera, Fluency: How pop music, podcasts, and Tik Tok are impacting English language learning' on 20 February 2024 which launched the OECD report 'How 15-Year-Olds Learn English: Case Studies from Finland, Greece, Israel, the Netherlands and Portugal'
Andreas Schleicher - Making learning resilient in a changing climate - 8 Febr...EduSkills OECD
Andreas Schleicher presents at the OECD webinar 'Making learning resilient in a changing climate ' on 8 February 2024. The discussion was based on the OECD Skills Outlook 2023 publication, ‘Skills for a Resilient Green and Digital Transition’.
Jordan Hill - Presentation of Engaging with education research- With a little...EduSkills OECD
Jordan Hill from the OECD Strengthening the Impact of Education Research project presents at the OECD webinar 'Engaging with education research- With a little help from the system' on 26 January 2024.
RETHINKING ASSESSMENT OF SOCIAL AND EMOTIONAL SKILLS by Adriano Linzarini OEC...EduSkills OECD
Adriano Linzarini (Lead Analyst, Rethinking Assessment of Social and Emotional Skills project, OECD) presents at the OECD webinar 'Social and Emotional Learning – does it make a difference in children’s lives?' on 17 January 2024
Moving up into upper secondary by Hannah Kitchen - OECD Education Webinar 23N...EduSkills OECD
Hannah Kitchen, Project Leader of Above and Beyond: Transitions in Upper Secondary Project at the OECD presents at the webinar Moving up into upper secondary on the 23 November 2023
Ana Carrero -European year of skills – EU updateEduSkills OECD
Ana Carrero, Deputy Head of Unit, DG EMPL, European Commission, presents European year of skills – EU update at the webinar Charting the Future of Vocational Education and Training: Insights and Strategies for Tomorrow’s Workforce on 26 October 2023
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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.
Chapter 3 - Islamic Banking Products and Services.pptx
OECD School Resources Review Colombia 2018
1. OECD School Resources Review
Colombia
Radinger, T., A. Echazarra, G. Guerrero, J.P. Valenzuela (2018)
Andreas Schleicher, Director for Education and Skills, OECD
Launch event
Bogotá, 18 July 2018
2. OECD School Resources Review (2013-)
Project framework
Recommendations for the effective and efficient use of school
resources to improve student performance
Educational perspective on the use of resources:
– Quality and Equity at the heart of school systems
– Recognition of context and complexity in education
Broad scope:
School education Public and Private education
Special needs education (SEN) Vocational education and training (VET)
Transitions from early childhood (ECEC) Transitions to further education
2
3. Preliminary planning meeting and Country review visit to Colombia
Interviews with decision-makers and stakeholders, 30 meetings, and 5 school
visits in Bogotá, Quindío, Armenia, Chocó and Quibdó
Review team: 3 OECD Representatives (Alfonso Echazarra, Thomas Radinger,
Paulo Santiago) and 2 external experts (Gabriela Guerrero, Juan Pablo
Valenzuela)
National coordination through Ministry of National Education (MEN)
Country Background Report by José Luis Sánchez, consultant to the ministry
OECD School Resources Review: Colombia
Methodological approach
3
4. Funding of school education
Provision of school education
Development of teaching profession
OECD School Resources Review: Colombia
Scope and Focus
R
U
R
A
L
-
U
R
B
A
N
G
A
P
S
4
7. Singapore
Japan
EstoniaChinese Tapei Finland
Macao (China)
Canada
Viet Nam
Hong Kong (China)B-S-J-G (China) Korea
New ZealandSlovenia
Australia
United KingdomGermany
Netherlands
Switzerland
Ireland
Belgium DenmarkPolandPortugal NorwayUnited StatesAustriaFrance
Sweden
Czech Rep.
Spain Latvia
Russia
Luxembourg Italy
Hungary LithuaniaCroatia Iceland
IsraelMalta
Slovak Rep.
Greece
Chile
Bulgaria
United Arab EmiratesUruguay
Romania
Moldova Turkey
Trinidad and Tobago
ThailandCosta Rica QatarColombia Mexico
MontenegroJordan
Indonesia Brazil
Peru
Lebanon
Tunisia
FYROM
Kosovo
Algeria
Dominican Rep. (332)
350
400
450
500
550
Meanscienceperformance
Higherperfomance
Science performance and equity in PISA (2015)
Some countries
combine excellence
with equity
More equity
8. Gaps in education between regions and rural-urban areas
57
85
75
48
52
70
41
49
82
65
35
45
77
54
26
20
30
40
50
60
70
80
90
Transition year Primary Lower secondary Upper secondary
%
Cities and agglomerations Intermediate Rural Remote
Difference in net enrolment rates, 2016
Source: Data provided by the Ministry of National Education
Disparities across municipalities, 2016
Source: DNP (2016), New Measurement of Municipal
Performance: First results
8
9. Low science performance
High science performance
Science performance
of the 10% most disadvantaged
Colombian 15-year-olds
Science performance
of the 10% most privileged
Colombian 15-year-olds
Poverty need not be destiny:
PISA math performance by decile of social background
PISAscienceperformance
9
11. 1) Education has been a priority in recent years
– Key pillar of National Development Plan for 2014-18
– Recognition in Peace Agreement: Special Rural Education Plan (PEER)
– Ambition to increase access to early childhood education
– Policy to increase upper secondary education coverage
– Steps to improve teaching quality
– Programme to extend full-day schooling and improve educational
infrastructure (Jornada Unica, FFIE)
– Policy to promote the inclusion of children with special needs
– Policy to ensure the education of youth in the criminal justice system
OECD School Resources Review: Colombia
Strengths and Challenges
12
12. But goals are not sufficiently backed by public funding
– Slowing economic growth (end of commodity supercycle) and fiscal rule to
limit structural deficit to 1% of GDP by 2022
– Slight increase in public resources in real terms, but reduction with respect
to total public spending and relative to the size of the economy
– Reduction of resources in the General System of Transfers (SGP) for
education as a result of changes to the annual adjustment since 2017
– Competition for funds between school/pre-school and tertiary education,
with a prioritization for tertiary level
13
OECD School Resources Review: Colombia
Strengths and Challenges
13. Spending per student from the age of 6 to 15 and
science performance (PISA, 2015)
Figure II.6.2
Luxembourg
Switzerland
NorwayAustria
Singapore
United States
United Kingdom
Malta
Sweden
Belgium
Iceland
Denmark
Finland
Netherlands
Canada
Japan
Slovenia
Australia
Germany
Ireland
FranceItaly
Portugal
New Zealand
Korea Spain
Poland
Israel
Estonia
Czech Rep.
LatviaSlovak Rep.
Russia
Croatia
Lithuania
Hungary
Costa Rica
Chinese Taipei
Chile
Brazil
Turkey
Uruguay
Bulgaria
Mexico
Thailand Montenegro
Colombia
Dominican Republic
Peru
Georgia
11.7, 411
R² = 0.01
R² = 0.41
300
350
400
450
500
550
600
0 20 40 60 80 100 120 140 160 180 200
Scienceperformance(scorepoints)
Average spending per student from the age of 6 to 15 (in thousands USD, PPP)
Effect of ensuring that every Colombian 15-year-old is in
school and achieves at least the basic Level 2 on PISA
6.2bn $ over the working life
910% of current GDP
14
14. Trend in public and private spending on education as a
share of GDP in Colombia
4,1
4,4 4,5 4,2 4,4 4,3 4,4
5,0 4,9 4,7 4,6 4,8 4,5 4,5 4,5 4,5
3,9
3,7 3,4
3,3 3,2 3,1 3,0
3,1 3,0
2,9 2,9
2,9
3,0 3,1 2,9 2,8
0
1
2
3
4
5
6
7
8
9
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
estimated
%
Public expenditure Private expenditure
Source: Adjusted from Sánchez (2018), Country Background Report, MEN
15
15. 2) Processes in place to support a long-term shared vision for
education and to monitor resource use
‒ National Development Plans (PND)
‒ Ten-year National Education Plans (PNDE)
‒ Extensive stakeholder engagement
‒ Growing focus on robust monitoring and evaluation of programme impact
‒ Databases supporting the work of schools, Secretaries of Education and the
MEN (e.g. on management processes, enrolment, school quality)
‒ Monitoring of use of SGP Education resources by MEN and MinHacienda
‒ Other dedicated central and territorial oversight bodies: Comptroller General,
Prosecutor General, State Attorney, local oversight committees (veedurías)
16
OECD School Resources Review: Colombia
Strengths and Challenges
16. But the budgetary and institutional frameworks to ensure
continuity and the use of evaluation results need to be improved
– Programme financing through a pool of common resources, reducing
sustainability and limiting oversight (e.g. School Meal Programme, PAE)
– Lack of a permanent status and dedicated responsibility for certain
programmes (e.g. Rural Education Programme, PER)
– Difficulty to ensure continuity across National Development Plans and to
promote policies within the frame of Ten-year National Education Plans
– Lack of integration and accessibility of databases to facilitate use and public
transparency
17
OECD School Resources Review: Colombia
Strengths and Challenges
17. 3) The funding system promotes financial sustainability and efforts have
been made to promote equity
‒ The General System of Transfers (SGP) providing over 75% of all resources for
education in the last decade
• Represents a stable source of funding for territorial entities;
• Promotes fiscal sustainability of territorial entities, at least at aggregate level;
• Recognises that teachers are a highly inflexible and permanent cost factor for
education;
• Recognises differential costs for educating vulnerable groups of students (e.g.
SEN, rural students);
• Provides resources to public schools to ensure universal free education since
2012.
‒ Reform of the General System of Royalties (SGR) promotes greater territorial
equality in the distribution of resources from oil and mining royalties
18
OECD School Resources Review: Colombia
Strengths and Challenges
18. But the funding system does not sufficiently compensate for
inequalities between territories, schools and students
The SGP delivers more resources per student to the most vulnerable territories,
but the difference is so small that they do not reduce territorial gaps nor
compensate for inequities in the own contributions of territorial entities
• No convergence over time in Saber 11 across municipalities
• Gradual convergence in educational coverage, but closing only half of
the existing gap would take 17.6 years in ISCED 1,2 and 32.5 years in
ISCED 3 (CGR, 2017)
19
OECD School Resources Review: Colombia
Strengths and Challenges
19. Total expenditure per student in public education, 2017
By socio-economic level of the certified territorial entity
Amazonas
Apartadó
Atlántico
Bello
Bogotá, D.C.
Bolívar
Boyacá
Cali
Caquetá
Cartago
CasanareCauca
Cesar
Chía
Chocó
Córdoba
Cúcuta
Cundinamarca
Dosquebradas
Envigado
Facatativá
Floridablanca
Guainía
Guaviare
Huila
Itagüí
Jamundí
La Guajira
Magangué
Magdalena
Maicao
Manizales
Mosquera
Nariño
Palmira
Pasto
Pitalito
Putumayo
Rionegro Sabaneta
San Andrés
Santander
Soacha
Soledad
Sucre
Tumaco
Turbo
Uribia
Valle del Cauca
Vaupés
Vichada
Yopal
Yumbo
Zipaquirá
R² = 0,2333
2 000 000
3 000 000
4 000 000
5 000 000
6 000 000
7 000 000
8 000 000
35 40 45 50 55 60
COP
Socio-economic status (IRT Family background based on Prueba Saber 5)
Tuluá
RiohachaMontería
Auraca
Risaralda
Meta
Caldas
Antioquia
Ciénaga
Lorica
Sahagún
Norte de Santande
Tolima
Malambo
Quindío
Buenaventura
Valledupar
Fusagasugá
Piedecuesta
Popayán
Barrancabermeja
Quibdó
Girón
Medellín
Pereira
Girardot
Bucaramanga
Tunja
Armenia
Neiva
Ibagué
Buga
Ipiales
Sincelejo
Florencia
Cartagena
Santa Marta
Sogamoso
Villavicencio
Duitama
BarranquillaSource: Data provided by the Ministry of National Education (MEN), based on the Single
Territorial Format (Formato Único Territorial, FUT) for 2017
20
20. 4) The school network and educational offer have multiple benefits
‒ Schools with multiple sites
• Facilitate access to education in rural areas and smoothe transitions;
• Avoid the closure of small rural schools;
• Provide additional resources through main school sites.
‒ The contracting of private providers gives flexibility and ensures provision in
rural and conflict zones
• Increasing role for providing education to special groups, such as indigenous and
SEN students, but overall decreasing reliance on private provision
‒ Comprehensive approach has potential benefits for equity (mandatory pre-
school year, choice of programme at age 15)
21
OECD School Resources Review: Colombia
Strengths and Challenges
21. First age at selection in the education system and index of
teacher support in science lessons, PISA (2015)
10
Austria
Belgium
8
4
Czech Republic
Demark
Estonia
12
France
Germany
Greece
Hungary
5
Ireland
Israel
Italy
Japan
Korea Latvia
Luxembourg
Mexico
Netherlands
9
Norwy
Poland
Portugal
Slovak Republic
Slovenia
Spain
Sweden
Switzerland
Turkey
11
3
Albania
Br…
B-S-G-J (China)
Bulgaria
Colombia
Costa Rica
Croatia
Dominican Rep.
FYROM
Georgia
Hong Kong
Indone…
1
Lithua…
Macao (China)
7
Montenegro
2
6
Romania
Russia
Singapore
Chinese Taipei
Thailand
United Arab Emirates
Uruguay
Viet Nam
R² = 0.36
-0.6
-0.4
-0.2
0.1
0.3
0.5
0.7
9 10 11 12 13 14 15 16 17
Indexofteachersupportinsciencelessons
First age at selection in the education system
Source: OECD (2016), PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, Figure II.3.11
22
23. 4) The school network and educational offer have multiple benefits
‒ Schools with multiple sites
• Facilitate access to education in rural areas and smoothe transitions;
• Avoid the closure of small rural schools;
• Provide additional resources through main school sites.
‒ The contracting of private providers gives flexibility and ensures provision in
rural and conflict zones
‒ Comprehensive approach has potential benefits for equity (mandatory pre-
school year, choice of programme at age 15)
‒ Efforts to strengthen upper secondary education and improve transitions to
labour market and tertiary education (partnerships between schools, tertiary
institutions and SENA; Ser Pilo Paga and Más Jóvenes en Acción)
24
OECD School Resources Review: Colombia
Strengths and Challenges
24. But challenges to ensure quality and equity and improve
educational offer
‒ Current school network planning is unclear and makes school leadership
difficult, transport and boarding seem inadquate
• Number of sites within a school can vary greatly, with some sites very far from the
main site
• Not clear how Sec Ed take quality into account, how communities are involved, how
authorities collaborate
‒ Concerns about quality assurance of contracted private provision and risk of
social segregation in independent private schools
• Lack of local capacity to monitor quality and replicate good practice, impact of new
regulations on quality still unclear
• Independent private schools concentrating students from advantaged backgrounds
25
OECD School Resources Review: Colombia
Strengths and Challenges
25. Type of institution by student socio-economic
background, PISA (2015)
0
10
20
30
40
50
60
70
80
90
100
OECD
Public
OECD
Government-dependent
OECD
Independent
Colombia
Public
Colombia
Government-dependent
Colombia
Independent
%
Quartile 1 Quartile 2 Quartile 3 Quartile 4
Source: OECD (2016), PISA 2015 Results (Volume II): Policies and Practices for
Successful Schools, Table II.4.10 Table II.4.11, Table II.4.12
26
26. Science performance in public and private schools,
PISA (2015)
Source: OECD (2016), PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, Figure II.4.14
-100
-80
-60
-40
-20
0
20
40
60
Turkey
Singapore
VietNam
Japan
Tunisia
Italy
ChineseTaipei
Thailand
Greece
Switzerland
CzechRepublic
UnitedStates
Estonia
Uruguay
France
Austria
CABA(Argentina)
Kosovo
Mexico
HongKong(China)
Indonesia
Luxembourg
Sweden
Hungary
Malta
DominicanRepublic
Latvia
OECDaverage
B-S-J-G(China)
Portugal
Slovenia
Spain
UnitedKingdom
SlovakRepublic
Norway
Australia
Croatia
Denmark
Peru
Jordan
CostaRica
Colombia
Chile
Netherlands
Korea
NewZealand
Canada
Lithuania
Ireland
Georgia
TrinidadandTobago
FYROM
Germany
Finland
Lebanon
Belgium
Poland
Brazil
UnitedArabEmirates
Qatar
Score-pointdifference
After accounting for socio-economic status Before accounting for socio-economic status
27
27. But challenges to ensure quality and equity and improve
educational offer
‒ Current school network planning is unclear and makes school leadership
difficult, transport and boarding seem inadquate
‒ Concerns about quality assurance of contracted private provision and risk of
social segregation in independent private schools
‒ Challenge to expand coverage and improve the quality of pre-school and upper
secondary education
• Articulation between MEN and ICBF as well as MEN and SENA;
• Lack of sufficient funding and quality data for ISCED 0;
• ISCED 3 not reflecting rural realities.
28
OECD School Resources Review: Colombia
Strengths and Challenges
28. 5) School organisation facilitates community participation and
flexibility in pedagogical approaches
‒ School Educational Project (PEI) and School Directive Council (consejo directivo)
to establish a shared pedagogical vision
29
OECD School Resources Review: Colombia
Strengths and Challenges
29. Relationship between schools and parents, PISA (2015)
School principals’ reports
Source: OECD (2017), PISA 2015 Results (Volume V): Collaborative Problem Solving, Table V.7.36.
0
10
20
30
40
50
60
70
Colombia Brazil Chile Costa Rica Mexico Peru Spain Uruguay OECD
average
%
Parents who participated in local school government Parents who volunteered in physical or extracurricular activities
30
30. Schools and communities: a virtuous relationship
31
Schools
Successful schools draw
on the resources and
support of their
communities
Schools are vital to the
social health of their
local communities
Schools at the centre of their
communities are often the
most successful schools.
Communities
Extracurricular activities that
enrich communities in sports,
social care and volunteering
Research projects offer
innovative answers to the
needs of local enterprises,
while enhancing
entrepreneurialism among
students and providing real-
world experiences.
Service learning
Schools engage parents and families
in learning, and also draw on
resources of local enterprises,
community organisations, social
services, and sports and cultural
institutions, such as museums,
theatres or libraries
Schools can become partners in
serving the needs of local
communities, especially in
disadvantaged communities
31. Parents’ interest in their child's activities at school and well-being (average),
PISA (2015)
2.5 times more likely
1.9 times more likely
1.4 times less likely
Twice less likely
Wanting top grades at
school
Being very satisfied with life Feeling lonely at school Being not satisfied with life
More likely
Less likely
As likely
Students who say their parents are interested in their school activities are…
32. 5) School organisation facilitates community participation and
flexibility in pedagogical approaches
‒ School Educational Project (PEI) and School Directive Council (consejo directivo)
to establish a shared pedagogical vision
‒ Flexible school models (MEF) for rural students (e.g. Escuela Nueva),
reintegration of former combatants (FUCE PAZ), etc.
‒ “Ethnic education” and policy to establish ethnic communities’ own
intercultural education systems
‒ Policy promoting inclusion of students with special educational needs (SEN)
‒ Full-day schooling (Jornada Unica) programme an opportunity to upgrade
school infrastructure and improve pedagogical processes
33
OECD School Resources Review: Colombia
Strengths and Challenges
33. But concerns about weak school leadership and organisation of
teaching and learning
‒ Considerable school autonomy for curricular issues not matched with adequate
leadership capacity and varying support by Secretaries of Education
‒ Risk of other elements turning into a “de facto” curriculum: Pruebas Saber
‒ Insufficient up-to-date educational materials, textbooks, etc. and inequities in
availability of material resources
34
OECD School Resources Review: Colombia
Strengths and Challenges
34. Distribution of responsibilities for the curriculum, PISA (2015)
Results based on school principals’ reports
0
10
20
30
40
50
60
70
80
90
100
Colombia Brazil Chile Costa Rica Mexico Peru Spain Uruguay OECD
average
%
Principal Teachers School governing board
Local or regional education authority National education authority
Source: OECD (2016), PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, Table II.4.2.
35
35. Shortage of material resources by school characteristics, PISA (2015)
Results based on school principals’ reports
-1.8
-1.6
-1.4
-1.2
-1
-0.8
-0.6
-0.4
-0.2
0
0.2
Colombia Brazil Chile Mexico Peru Spain Uruguay OECD
average
Advantaged - Disadvantaged Urban - Rural Private - Public
Source: OECD (2016), PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, Table II.6.2.
36
36. Differences in educational resources (PISA)
between advantaged and disadvantaged schools
Figure I.6.14
-3
-2
-2
-1
-1
0
1
1
CABA(Argentina)
Mexico
Peru
Macao(China)
UnitedArabEmirates
Lebanon
Jordan
Colombia
Brazil
Indonesia
Turkey
Spain
DominicanRepublic
Georgia
Uruguay
Thailand
B-S-J-G(China)
Australia
Japan
Chile
Luxembourg
Russia
Portugal
Malta
Italy
NewZealand
Croatia
Ireland
Algeria
Norway
Israel
Denmark
Sweden
UnitedStates
Moldova
Belgium
Slovenia
OECDaverage
Hungary
ChineseTaipei
VietNam
CzechRepublic
Singapore
Tunisia
Greece
TrinidadandTobago
Canada
Romania
Qatar
Montenegro
Kosovo
Netherlands
Korea
Finland
Switzerland
Germany
HongKong(China)
Austria
FYROM
Poland
Albania
Bulgaria
SlovakRepublic
Lithuania
Estonia
Iceland
CostaRica
UnitedKingdom
Latvia
Meanindexdifferencebetweenadvantagedanddisadvantaged
schools
Index of shortage of educational material Index of shortage of educational staff
Disadvantaged schools have more
resources than advantaged schools
Disadvantaged schools have fewer
resources than advantaged schools
37
37. But concerns about weak school leadership and organisation of teaching
and learning
‒ Considerable school autonomy for curricular issues not matched with adequate
leadership capacity and varying support by Secretaries of Education
‒ Other elements risk turning into a “de facto” curriculum: Pruebas Saber
‒ Insufficient up-to-date educational materials, textbooks, etc. and inequities in
availability of material resources
‒ Scope to improve regulation, use and evaluation of flexible school models
‒ Need for complementary strategies to address disadvantage (e.g. better monitoring
of students at risk, more and better trained support staff)
‒ Implementation of inclusion and ethnic education policies unclear, lack of attention
to difficulties for inclusion in small rural schools
‒ Full-day schooling requires adequate attention to pedagogical processes, greater
clarity how time should be used; political and financial sustainability unclear
38
OECD School Resources Review: Colombia
Strengths and Challenges
38. Learning time and science performance, PISA (2015)
39
Figure II.6.23
Finland
Germany Switzerland
Japan Estonia
Sweden
Netherlands
New Zealand
Macao
(China)
Iceland
Hong Kong
(China) Chinese Taipei
Uruguay
Singapore
Poland
United States
Israel
Bulgaria
Korea
Russia Italy
Greece
B-S-J-G (China)
Colombia
Chile
Mexico
Brazil
Costa
Rica
Turkey
Montenegro
Peru
Qatar
Thailand
United
Arab
Emirates
Tunisia
Dominican
Republic
R² = 0.21
300
350
400
450
500
550
600
35 40 45 50 55 60
PISAsciencescore
Total learning time in and outside of school
OECD average
OECD average
OECDaverage
39. Learning time and science performance, PISA (2015)
Figure II.6.23
6
7
8
9
10
11
12
13
14
15
16
0
10
20
30
40
50
60
70
Finland
Germany
Switzerland
Japan
Estonia
Sweden
Netherlands
NewZealand
Australia
CzechRepublic
Macao(China)
UnitedKingdom
Canada
Belgium
France
Norway
Slovenia
Iceland
Luxembourg
Ireland
Latvia
HongKong(China)
OECDaverage
ChineseTaipei
Austria
Portugal
Uruguay
Lithuania
Singapore
Denmark
Hungary
Poland
SlovakRepublic
Spain
Croatia
UnitedStates
Israel
Bulgaria
Korea
Russia
Italy
Greece
B-S-J-G(China)
Colombia
Chile
Mexico
Brazil
CostaRica
Turkey
Montenegro
Peru
Qatar
Thailand
UnitedArabEmirates
Tunisia
DominicanRepublic
Scorepointsinscienceperhouroflearningtime
Hours Intended learning time at school (hours) Study time after school (hours) Score points in science per hour of total learning time
40. 6) Considerable steps towards the professionalisation of teaching
‒ Reform of teacher employment framework in 2002 (Statute 1278):
‒ Introduced a fair and transparent teacher selection process;
‒ Raised entrance requirements;
‒ Made the salary structure more attractive;
‒ Made entry into subject teaching more open;
‒ And introduced teacher evaluations.
41
OECD School Resources Review: Colombia
Strengths and Challenges
41. Statutory teachers' salaries, 2014
Lower secondary teachers in general programmes
0.0
0.5
1.0
1.5
2.0
2.5
3.0
0
0.5
1
1.5
2
2.5
Ratio of salary at top of scale to starting salary for teachers with typical training (right axis)
Ratio of salaries after 15 years of experience to per capita GDP for teachers with typical training
Ratio of salaries after 15 years of experience to per capita GDP for teachers with minimum training
Source: OECD (2016), PISA 2015 Results (Volume II): Policies and Practices for Successful Schools. Table II.6.54 42
42. 6) Considerable steps towards the professionalisation of teaching
‒ Reform of teacher employment framework in 2002 (Statute 1278):
• Introduced a fair and transparent teacher selection process;
• Raised entrance requirements;
• Made the salary structure more attractive;
• Made entry into subject teaching more open;
• And introduced teacher evaluations
‒ Central initiatives to reform initial teacher education and support teacher
learning
• Changes to quality assurance of education degree programmes at tertiary level: potential to
strengthen links between theory and practice
• Let’s All Learn Programme (PTA) and Rural Education Programme (PER): particular impact in
rural schools and start to change school cultures
‒ Relatively high levels of teacher satisfaction with profession and schools
43
OECD School Resources Review: Colombia
Strengths and Challenges
43. But challenges in implementation of new teacher statute, building
a new vision for the profession, and improving teacher learning
‒ Skills- and competency-based approach of new salary scale: difficulty to obtain
promotion, lack of teacher support, revisions to evaluation process (ECDF)
‒ Substantial salary premium for postgraduate qualifications: risk of large costs
without sufficient evidence on impact for teaching and learning
‒ Co-existence of old and new teacher statutes: potential negative effects on
schools’ working climates and collegiality
‒ Reforms to initial teacher education requires more attention to
implementation, monitoring and follow-up
‒ Other elements of professionalism still to be further developed: “schools as
learning organisations”
44
OECD School Resources Review: Colombia
Strengths and Challenges
44. Public confidence in profession and professionals
Professional preparation and learning
Collective ownership of professional practice
Decisions made in accordance with the body of knowledge o the profession
Acceptance of professional responsibility in the name of the profession and accountability
towards the profession
Professionalism
45. Policy levers to teacher professionalism
Knowledge base for teaching
(initial education and incentives for
professional development)
Autonomy: Teachers’ decision-
making power over their work
(teaching content, course offerings,
discipline practices)
Peer networks: Opportunities for
exchange and support needed to
maintain high standards of
teaching (participation in induction,
mentoring, networks, feedback from direct
observations)
Teacher
professionalism
Policy levers to teacher professionalism (TALIS)
47. Student-teacher ratios and class size, PISA (2015)
Figure II.6.14
CABA (Argentina)
Jordan
Viet Nam
Poland
United States
Chile
Denmark
Hungary
B-S-G-J
(China)
Turkey
Georgia
Chinese
Taipei
Mexico
Russia
Albania
Hong Kong
(China)
Japan
Belgium
Algeria
Colombia
Peru
Macao
(China)
Switzerland
Malta
Dominican Republic
Netherlands
Singapore
Brazil
Kosovo
Finland
Thailand
R² = 0.25
5
10
15
20
25
30
15 20 25 30 35 40 45 50
Student-teacherratio
Class size in language of instruction
High student-teacher ratios
and small class sizes
Low student-teacher ratios
and large class sizes
OECD
average
OECDaverage
48. Teachers’ job satisfaction and class size (TALIS)
10.00
10.50
11.00
11.50
12.00
12.50
13.00
15 or less 16-20 21-25 26-30 31-35 36 or more
Teachers'jobsatisfaction(level)
Class size (number of students)
50. 7) Inefficiencies and inequities in teacher recruitment and allocation
‒ A relatively large share of teachers employed as provisional teachers,
concentrated in rural areas, lengthy central recruitment of permanent staff,
rigidities in teacher labour market
‒ Initial teacher education in rural areas: central role of higher teaching schools
(ENS), but status for governance and funding unclear
‒ Teacher recruitment based on teachers’ rights rather than student needs,
insufficient incentives to work in disadvantaged and rural contexts
‒ Flexibility also required as teacher salaries concentrate large part of spending and
to respond to decline in school-age population
51
OECD School Resources Review: Colombia
Strengths and Challenges
51. Shortage of education staff by school characteristics (PISA 2015)
Results based on school principals’ reports
-2.00
-1.50
-1.00
-0.50
0.00
0.50
Costa Rica OECD average Portugal Chile Brazil Mexico Spain Colombia Uruguay Peru
Advantaged - Disadvantaged Urban - Rural Private - Public
Source: OECD (2016), PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, Table
II.6.15. 52
53. Reconcile reform efforts with available resources, ensure greater
continuity in education policy, build local capacity, and move
towards a reform of the General System of Transfers
Improve the organisation of school networks, build school
leadership, foster school collaboration, and create a more
pertinent and articulated educational offer
Promote a new vision of teacher professionalism (‘schools as
learning organisations’) together with stakeholders and make the
allocation of teachers more efficient and equitable
54
OECD School Resources Review: Colombia
Recommendations
54. Thank you
Access the full report here:
https://doi.org/10.1787/9789264303751-en
Find out more about the project here:
http://www.oecd.org/education/school/schoolresourcesrev
iew.htm
Contact for further information:
andreas.schleicher@oecd.org
thomas.radinger@oecd.org
55
Editor's Notes
“Ethnic education” and policy to establish ethnic communities’ own intercultural education systems
But process very long, not sure how own systems will be linked to mainstream education, how system will be funded
Policy promoting inclusion of students with special educational needs (SEN)
But insufficient attention to identification and diagnosis of SEN, risk factor to increase costs
No implementation plan, not clear how inclusion will work in rural areas
Full-day schooling
Potentially greater impact in rural areas where this is easier to implement thanks to more space
Lack of sufficient funding for infrastructure investments and maintenance prior to this policy, again greater potential in rural areas where infrastructure is particularly poor
Provisional teachers
Do not benefit from development opportunities, career progression opportunities, etc.
Risk undermining the profession in the long-run if not used well
Rigidities in teacher labour market: agreement required between certified territorial entities, for example
Initial teacher education in rural areas:
Teacher labour markets have an important rural dimension
Faculties of education do not often offer practical experience in rural areas and have less presence in some regions of the country, especially high quality ones
Teacher recruitment based on teachers’ rights:
For teachers from the old statute, this depends on seniority, for teachers from the new statute, on their rank in the central recruitment process