Lithuania has achieved steady expansion of participation in education, substantially widening access to early childhood education and care and tertiary education, coupling this with nearly universal participation in secondary education. However, if Lithuania’s education system is to help the nation respond effectively to economic opportunities and demographic challenges, improvements in the performance of its schools and its higher education institutions are needed. Improved performance requires that Lithuania clarify and raise expectations of performance, align resources in support of raised performance expectations, strengthen performance monitoring and the assurance of quality, and build institutional capacity to achieve high performance. This orientation to improvement should be carried across each sector of its education system.
The resilience of students with an immigrant background - factors that shape ...EduSkills OECD
The Resilience of Students with an Immigrant Background: Factors that Shape Well-being reveals some of the difficulties students with an immigrant background encounter and where they receive the support they need. The report provides an in-depth analysis of the risk and protective factors that can undermine or promote the resilience of immigrant students. It explores the role that education systems, schools and teachers can play in helping these students integrate into their communities, overcome adversity, and build their academic, social, emotional and motivational resilience.
Education Reforms Across OECD - Trends and ChallengesEduSkills OECD
The document summarizes education reforms across OECD countries from 2008-2014. It finds that OECD countries adopted over 450 reforms in this period, focusing on areas like equity, quality, preparing students for the future, school improvement, evaluation and assessment, governance and funding. However, countries struggled with implementing coherent reform strategies and ensuring reforms reached classrooms. The document also provides examples of reforms in specific countries like Australia, Ireland, and Sweden in this period.
Education in Latvia - Progress, Challenges and RecommendationsEduSkills OECD
How can Latvia improve the quality and equity of its education system and realise long-term efficiency gains? This report covers the whole education system from early childhood education and care to tertiary education and provides an assessment of Latvia’s policies and practices against the best approaches in education and skills across the OECD. This international comparison brings to the fore the many strengths of Latvia’s education system, but also highlights the challenges it faces and provides a number of recommendations in response. This report will be of value to Latvia but also policy makers in other countries looking to raise the quality, equity and efficiency of their education system.
The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum. Transitions like these enhance the likelihood that the positive impacts of early learning and care will last through primary school and beyond. While transition policies have been on the agenda of many countries over the past decade, little research has been done into how OECD countries design, implement, manage and monitor transitions. Filling these gaps is important for designing early years’ policies that are coherent, equitable and sustainable.
This report takes stock of and compares the situation across 30 OECD and partner countries, drawing on in-depth country reports and a questionnaire on transition policies and practices. It focuses on the organisation and governance of transitions; and the policies and strategies to ensure professional, pedagogical and developmental continuity between early childhood education and care settings and schools. The report describes the main policy challenges highlighted by participating countries, along with a wealth of practical strategies for tackling them. The publication concludes with six “cross-cutting” pointers to guide future policy development.
International Summit on the Teaching Profession - The Future of Teaching and ...EduSkills OECD
The document discusses trends in education based on findings from the OECD's Programme for International Student Assessment (PISA). It shows that student performance in science has increased steadily over time for the OECD average. It also shows graphs comparing science performance to factors like spending per student, learning time, and internet use. The document advocates for the importance of early childhood education, presenting data showing its impact on later student performance and literacy skills. It discusses how access to early childhood programs varies between countries and is often less for children who could benefit most.
TALIS 2018 - Teacher professionalism in the face of COVID-19 (Paris, 23 Mar...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
What can schools do to develop positive, high-achieving students? Insights fr...EduSkills OECD
The work of teachers matters in many different ways. Not only do they provide students with the knowledge and skills needed to thrive in the labour market, but they also help develop the social-emotional skills that are vital for students’ personal development and for their active citizenship. But how do teachers best achieve this?
By linking 2018 data from the Teaching and Learning International Survey (TALIS) with evidence from the Programme for International Student Assessment (PISA) – known as the TALIS-PISA link – a new OECD report identifies the teacher and school factors that matter most for student achievement and social-emotional development.
In this presentation, OECD Director for Education and Skills Andreas Schleicher unveils the new findings and looks at the implications for policy makers, students and teachers across the world.
Dream jobs? - Teenagers' career aspirations and the future of workEduSkills OECD
Every day, teenagers make important decisions that are relevant to their future. The time and energy they dedicate to learning and the fields of study where they place their greatest efforts profoundly shape the opportunities they will have throughout their lives. A key source of motivation for students to study hard is to realise their dreams for work and life. Those dreams and aspirations, in turn, do not just depend on students’ talents, but they can be hugely influenced by the personal background of students and their families as well as by the depth and breadth of their knowledge about the world of work. In a nutshell, students cannot be what they cannot see. With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world’s largest dataset on young people’s educational experiences, collected firstof- its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
The resilience of students with an immigrant background - factors that shape ...EduSkills OECD
The Resilience of Students with an Immigrant Background: Factors that Shape Well-being reveals some of the difficulties students with an immigrant background encounter and where they receive the support they need. The report provides an in-depth analysis of the risk and protective factors that can undermine or promote the resilience of immigrant students. It explores the role that education systems, schools and teachers can play in helping these students integrate into their communities, overcome adversity, and build their academic, social, emotional and motivational resilience.
Education Reforms Across OECD - Trends and ChallengesEduSkills OECD
The document summarizes education reforms across OECD countries from 2008-2014. It finds that OECD countries adopted over 450 reforms in this period, focusing on areas like equity, quality, preparing students for the future, school improvement, evaluation and assessment, governance and funding. However, countries struggled with implementing coherent reform strategies and ensuring reforms reached classrooms. The document also provides examples of reforms in specific countries like Australia, Ireland, and Sweden in this period.
Education in Latvia - Progress, Challenges and RecommendationsEduSkills OECD
How can Latvia improve the quality and equity of its education system and realise long-term efficiency gains? This report covers the whole education system from early childhood education and care to tertiary education and provides an assessment of Latvia’s policies and practices against the best approaches in education and skills across the OECD. This international comparison brings to the fore the many strengths of Latvia’s education system, but also highlights the challenges it faces and provides a number of recommendations in response. This report will be of value to Latvia but also policy makers in other countries looking to raise the quality, equity and efficiency of their education system.
The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum. Transitions like these enhance the likelihood that the positive impacts of early learning and care will last through primary school and beyond. While transition policies have been on the agenda of many countries over the past decade, little research has been done into how OECD countries design, implement, manage and monitor transitions. Filling these gaps is important for designing early years’ policies that are coherent, equitable and sustainable.
This report takes stock of and compares the situation across 30 OECD and partner countries, drawing on in-depth country reports and a questionnaire on transition policies and practices. It focuses on the organisation and governance of transitions; and the policies and strategies to ensure professional, pedagogical and developmental continuity between early childhood education and care settings and schools. The report describes the main policy challenges highlighted by participating countries, along with a wealth of practical strategies for tackling them. The publication concludes with six “cross-cutting” pointers to guide future policy development.
International Summit on the Teaching Profession - The Future of Teaching and ...EduSkills OECD
The document discusses trends in education based on findings from the OECD's Programme for International Student Assessment (PISA). It shows that student performance in science has increased steadily over time for the OECD average. It also shows graphs comparing science performance to factors like spending per student, learning time, and internet use. The document advocates for the importance of early childhood education, presenting data showing its impact on later student performance and literacy skills. It discusses how access to early childhood programs varies between countries and is often less for children who could benefit most.
TALIS 2018 - Teacher professionalism in the face of COVID-19 (Paris, 23 Mar...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
What can schools do to develop positive, high-achieving students? Insights fr...EduSkills OECD
The work of teachers matters in many different ways. Not only do they provide students with the knowledge and skills needed to thrive in the labour market, but they also help develop the social-emotional skills that are vital for students’ personal development and for their active citizenship. But how do teachers best achieve this?
By linking 2018 data from the Teaching and Learning International Survey (TALIS) with evidence from the Programme for International Student Assessment (PISA) – known as the TALIS-PISA link – a new OECD report identifies the teacher and school factors that matter most for student achievement and social-emotional development.
In this presentation, OECD Director for Education and Skills Andreas Schleicher unveils the new findings and looks at the implications for policy makers, students and teachers across the world.
Dream jobs? - Teenagers' career aspirations and the future of workEduSkills OECD
Every day, teenagers make important decisions that are relevant to their future. The time and energy they dedicate to learning and the fields of study where they place their greatest efforts profoundly shape the opportunities they will have throughout their lives. A key source of motivation for students to study hard is to realise their dreams for work and life. Those dreams and aspirations, in turn, do not just depend on students’ talents, but they can be hugely influenced by the personal background of students and their families as well as by the depth and breadth of their knowledge about the world of work. In a nutshell, students cannot be what they cannot see. With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world’s largest dataset on young people’s educational experiences, collected firstof- its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
This presentation by Andreas Schleicher, presented on 3 April 2017, takes a closer look at the PISA 2015 results for Sweden and what can be done to improve equity in its education system.
Presentation of Starting Strong IV by Montserrat Gomendio, OECDEduSkills OECD
Presentation of Starting Strong IV, the new report by the OECD on monitoring quality in early childhood education and care, launched on 28 October 2015 at the International Early Childhood Education and Care Event on Monitoring Quality in Dublin
OECD PISA 2018 Results - U.K Media BriefingEduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
Presentatie op congres jeugdwerkloosheid van de Koninklijke Vlaamse Academie van Belgie. Thema's: basiskwalificatie voor iedereen, meer hooggeschoolden, betere trajecten in beroepsopleiding en
Reviews of National Policies for Education - Netherlands 2016EduSkills OECD
How can the Netherlands move its school system “from good to great”? This report draws on international experience to look at ways in which the strong Dutch school system might go further still on the path to excellence. Clearly the Dutch school system is one of the best in the OECD, as measured by PISA and PIAAC and is also equitable, with a very low proportion of poor performers. The report therefore proposes an incremental approach to reform, building on strengths while responding to some emerging challenges. The Netherlands should strengthen the quality of early childhood education and care, revisit policies related to early tracking with more objective testing and track decisions, and enhance the permeability of the system. It should develop the professionalism of teachers and school leaders through enhanced collective learning and working, while at the same time strengthening accountability and capacity in school boards. This report will be valuable not only for the Netherlands, but also to the many other education systems looking to raise their performance who are interested in the example of the Netherlands.
by Andreas Schleicher, Director for the Directorate of Education and Skills
The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education systems. Yet countries across the world share the goal of minimising any adverse impact of students’ socio-economic status on their performance in school. PISA shows that, rather than assuming that inequality of opportunity is set in stone, school systems can become more equitable over a relatively short time.
OECD PISA 2018 Results - U.S. Media Briefing EduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD. Poverty is not destiny The country where migrants go to school matters more than the country where they came from. Technology can amplify innovative teaching. Countries where students have stronger beliefs in their abilities perform better in mathematics.
PISA is the OECD's Programme for International Student Assessment. PISA measures 15-year-olds’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges.
The well-being of students - new insights from PISAEduSkills OECD
Children spend a considerable amount of time in the classroom: following lessons, socialising with classmates, and interacting with teachers and other staff members. What happens in school – as well as at home – is therefore key to understanding whether students enjoy good physical and mental health, how happy and satisfied they are with different aspects of their life, how connected to others they feel, and the aspirations they have for their future.
Despite increased funding and many reforms, most education systems are still seeking ways to better prepare their students for a world in which technological change and the digital revolution are changing the way we work, live and relate to one another. Education systems that have succeeded in improving student outcomes show that the way forward is by making teachers the top priority. The adaptability of education systems and their ability to evolve ultimately depends on enabling teachers to transform what and how students learn. This requires strong support and training for teachers, both before and after they enter the profession, with new forms of professional development to help teachers engage in more direct instruction and adapt it to the needs of their diverse classrooms. Education systems need to perform well in two dimensions: excellence and equity. Many high performers do well on both, demonstrating that they are not mutually exclusive. To do so requires specific measures to overcome factors that can hinder student performance, such as socio-economic background, immigrant status and gender.
Academic Resilience - What Schools and Countries do to Help Disadvantaged St...EduSkills OECD
Researchers and policy makers have been focusing on socio-economic disparities in academic achievement since the 1960s. Decades of empirical studies show that socioeconomically disadvantaged students are more likely to: drop out of school, repeat a grade, finish their studies at the same time as their more advantaged peers with less prestigious qualifications, and, in general, have lower learning outcomes as indicated by their poor performance in standardised assessments such as the Programme for International Student Assessment (PISA)
Achieving Equity and Inclusion in Education: An OECD PerspectiveEduSkills OECD
Invited to present and discuss "Achieving Equity and Inclusion in Public Education Systems", Beatriz Pont gave a keynote speech at the Education International Global Education Conference, Unite for Quality Education, 27-28 May, Montreal, Canada. Beatriz’s presentation builds on the Equity and Quality in Education and the Education Policy Outlook series.
More information at www.oecd.org/edu/policyoutlook.htm
Mending the Education Divide: Getting strong teachers to the schools that nee...EduSkills OECD
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
Balancing school choice and equity - an international perspective based on PISAEduSkills OECD
Many countries are struggling to reconcile greater flexibility in school choice with the need to ensure quality, equity and coherence in their school systems. This report provides an international perspective on issues related to school choice, especially how certain aspects of school-choice policies may be associated with sorting students into different schools. A key question fuelling the school-choice debate is whether greater competition among schools results in more sorting of students by ability or socio-economic status. At the macro level, school segregation can deprive children of opportunities to learn, play and communicate with other children from different social, cultural and ethnic backgrounds, which can, in turn, threaten social cohesion. The report draws a comprehensive picture of school segregation, using a variety of indicators in order to account for the diversity of the processes by which students are allocated to schools.
The state of education around the world: Findings from Education at a Glance ...EduSkills OECD
On 16 September, the OECD released its 2021 edition of Education at a Glance, the authoritative source for information on the state of education around the world.
It provides data on the structure, finances and performance of education systems across OECD countries and partner economies, looking at everything from the organisation of schools and schooling to the financial resources invested in education institutions.
The 2021 edition of Education at a Glance has a focus on equity in education, offering an assessment of where OECD and partner countries stand in providing equal access to quality education at all levels.
This year’s edition is also accompanied by a spotlight on the impact of COVID-19 in education.
In this presentation, OECD Director for Education and Skills Andreas Schleicher presents the key findings.
Read the report and watch the presentation -- https://oe.cd/EAG
Education Policy Outlook - Making Reforms HappenEduSkills OECD
Education Policy Outlook in Brief Looks at education reforms across 34 OECD countries that can touch the lives of more than 150 million students. There are common trends from the more than 450 reforms adopted across countries. With the crisis they are becoming more strategic. Education policy is not only about design. implementation and follow up are vital for success of reforms. The Outlook aims to support policy makers and others to make reform happen that translates into better education in our schools and classrooms
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.
This presentation was given by Stéphan Vincent-Lancrin 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.
Were socio-economically advantaged students better equipped to deal with lear...EduSkills OECD
According to data from the Programme for International Student Assessment (PISA), most students in 2018 responded that they believe in their ability to get through a difficult situation and are motivated to learn as much as possible.
But socio-economically disadvantaged students exhibit less of these beliefs and dispositions.
This may have serious implications for the unequal distribution of learning losses during the pandemic, meaning that poorer students may have been left behind to an even greater degree than we thought.
Andreas Schleicher, OECD Director for Education and Skills, presents a new analysis of PISA 2018 data and discusses what it can tell us about how prepared students across the world were for the hardships of learning during the COVID-19 crisis.
Education World Forum – Launch of the Education Policy Outlook and Education ...EduSkills OECD
The social consequences of the crisis were still deepening in 2013especially among the most vulnerable groups such as low-educated young adults
Societies with skilled individuals are prepared to respond to the current and future potential crises... More educated people contribute to more democratic societies and sustainable economies, are less dependent on public aid and less vulnerable to economic downturns. Investing in education for all, and in particular for children from disadvantaged backgrounds, is both fair and economically efficient.
This document summarizes key points from the OECD's 2014 Education Policy Outlook report. It discusses common trends in education reforms across OECD countries, focusing on reforms aimed at improving equity, quality, and preparing students for the future. Specific policies discussed include investing in early childhood education, targeting disadvantaged students, reforming vocational education, improving teacher quality, and strengthening evaluation systems. Charts and figures presented show data on student performance, spending, and system-level reforms implemented in various countries.
This presentation by Andreas Schleicher, presented on 3 April 2017, takes a closer look at the PISA 2015 results for Sweden and what can be done to improve equity in its education system.
Presentation of Starting Strong IV by Montserrat Gomendio, OECDEduSkills OECD
Presentation of Starting Strong IV, the new report by the OECD on monitoring quality in early childhood education and care, launched on 28 October 2015 at the International Early Childhood Education and Care Event on Monitoring Quality in Dublin
OECD PISA 2018 Results - U.K Media BriefingEduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
Presentatie op congres jeugdwerkloosheid van de Koninklijke Vlaamse Academie van Belgie. Thema's: basiskwalificatie voor iedereen, meer hooggeschoolden, betere trajecten in beroepsopleiding en
Reviews of National Policies for Education - Netherlands 2016EduSkills OECD
How can the Netherlands move its school system “from good to great”? This report draws on international experience to look at ways in which the strong Dutch school system might go further still on the path to excellence. Clearly the Dutch school system is one of the best in the OECD, as measured by PISA and PIAAC and is also equitable, with a very low proportion of poor performers. The report therefore proposes an incremental approach to reform, building on strengths while responding to some emerging challenges. The Netherlands should strengthen the quality of early childhood education and care, revisit policies related to early tracking with more objective testing and track decisions, and enhance the permeability of the system. It should develop the professionalism of teachers and school leaders through enhanced collective learning and working, while at the same time strengthening accountability and capacity in school boards. This report will be valuable not only for the Netherlands, but also to the many other education systems looking to raise their performance who are interested in the example of the Netherlands.
by Andreas Schleicher, Director for the Directorate of Education and Skills
The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education systems. Yet countries across the world share the goal of minimising any adverse impact of students’ socio-economic status on their performance in school. PISA shows that, rather than assuming that inequality of opportunity is set in stone, school systems can become more equitable over a relatively short time.
OECD PISA 2018 Results - U.S. Media Briefing EduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD. Poverty is not destiny The country where migrants go to school matters more than the country where they came from. Technology can amplify innovative teaching. Countries where students have stronger beliefs in their abilities perform better in mathematics.
PISA is the OECD's Programme for International Student Assessment. PISA measures 15-year-olds’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges.
The well-being of students - new insights from PISAEduSkills OECD
Children spend a considerable amount of time in the classroom: following lessons, socialising with classmates, and interacting with teachers and other staff members. What happens in school – as well as at home – is therefore key to understanding whether students enjoy good physical and mental health, how happy and satisfied they are with different aspects of their life, how connected to others they feel, and the aspirations they have for their future.
Despite increased funding and many reforms, most education systems are still seeking ways to better prepare their students for a world in which technological change and the digital revolution are changing the way we work, live and relate to one another. Education systems that have succeeded in improving student outcomes show that the way forward is by making teachers the top priority. The adaptability of education systems and their ability to evolve ultimately depends on enabling teachers to transform what and how students learn. This requires strong support and training for teachers, both before and after they enter the profession, with new forms of professional development to help teachers engage in more direct instruction and adapt it to the needs of their diverse classrooms. Education systems need to perform well in two dimensions: excellence and equity. Many high performers do well on both, demonstrating that they are not mutually exclusive. To do so requires specific measures to overcome factors that can hinder student performance, such as socio-economic background, immigrant status and gender.
Academic Resilience - What Schools and Countries do to Help Disadvantaged St...EduSkills OECD
Researchers and policy makers have been focusing on socio-economic disparities in academic achievement since the 1960s. Decades of empirical studies show that socioeconomically disadvantaged students are more likely to: drop out of school, repeat a grade, finish their studies at the same time as their more advantaged peers with less prestigious qualifications, and, in general, have lower learning outcomes as indicated by their poor performance in standardised assessments such as the Programme for International Student Assessment (PISA)
Achieving Equity and Inclusion in Education: An OECD PerspectiveEduSkills OECD
Invited to present and discuss "Achieving Equity and Inclusion in Public Education Systems", Beatriz Pont gave a keynote speech at the Education International Global Education Conference, Unite for Quality Education, 27-28 May, Montreal, Canada. Beatriz’s presentation builds on the Equity and Quality in Education and the Education Policy Outlook series.
More information at www.oecd.org/edu/policyoutlook.htm
Mending the Education Divide: Getting strong teachers to the schools that nee...EduSkills OECD
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
Balancing school choice and equity - an international perspective based on PISAEduSkills OECD
Many countries are struggling to reconcile greater flexibility in school choice with the need to ensure quality, equity and coherence in their school systems. This report provides an international perspective on issues related to school choice, especially how certain aspects of school-choice policies may be associated with sorting students into different schools. A key question fuelling the school-choice debate is whether greater competition among schools results in more sorting of students by ability or socio-economic status. At the macro level, school segregation can deprive children of opportunities to learn, play and communicate with other children from different social, cultural and ethnic backgrounds, which can, in turn, threaten social cohesion. The report draws a comprehensive picture of school segregation, using a variety of indicators in order to account for the diversity of the processes by which students are allocated to schools.
The state of education around the world: Findings from Education at a Glance ...EduSkills OECD
On 16 September, the OECD released its 2021 edition of Education at a Glance, the authoritative source for information on the state of education around the world.
It provides data on the structure, finances and performance of education systems across OECD countries and partner economies, looking at everything from the organisation of schools and schooling to the financial resources invested in education institutions.
The 2021 edition of Education at a Glance has a focus on equity in education, offering an assessment of where OECD and partner countries stand in providing equal access to quality education at all levels.
This year’s edition is also accompanied by a spotlight on the impact of COVID-19 in education.
In this presentation, OECD Director for Education and Skills Andreas Schleicher presents the key findings.
Read the report and watch the presentation -- https://oe.cd/EAG
Education Policy Outlook - Making Reforms HappenEduSkills OECD
Education Policy Outlook in Brief Looks at education reforms across 34 OECD countries that can touch the lives of more than 150 million students. There are common trends from the more than 450 reforms adopted across countries. With the crisis they are becoming more strategic. Education policy is not only about design. implementation and follow up are vital for success of reforms. The Outlook aims to support policy makers and others to make reform happen that translates into better education in our schools and classrooms
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.
This presentation was given by Stéphan Vincent-Lancrin 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.
Were socio-economically advantaged students better equipped to deal with lear...EduSkills OECD
According to data from the Programme for International Student Assessment (PISA), most students in 2018 responded that they believe in their ability to get through a difficult situation and are motivated to learn as much as possible.
But socio-economically disadvantaged students exhibit less of these beliefs and dispositions.
This may have serious implications for the unequal distribution of learning losses during the pandemic, meaning that poorer students may have been left behind to an even greater degree than we thought.
Andreas Schleicher, OECD Director for Education and Skills, presents a new analysis of PISA 2018 data and discusses what it can tell us about how prepared students across the world were for the hardships of learning during the COVID-19 crisis.
Education World Forum – Launch of the Education Policy Outlook and Education ...EduSkills OECD
The social consequences of the crisis were still deepening in 2013especially among the most vulnerable groups such as low-educated young adults
Societies with skilled individuals are prepared to respond to the current and future potential crises... More educated people contribute to more democratic societies and sustainable economies, are less dependent on public aid and less vulnerable to economic downturns. Investing in education for all, and in particular for children from disadvantaged backgrounds, is both fair and economically efficient.
This document summarizes key points from the OECD's 2014 Education Policy Outlook report. It discusses common trends in education reforms across OECD countries, focusing on reforms aimed at improving equity, quality, and preparing students for the future. Specific policies discussed include investing in early childhood education, targeting disadvantaged students, reforming vocational education, improving teacher quality, and strengthening evaluation systems. Charts and figures presented show data on student performance, spending, and system-level reforms implemented in various countries.
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.
Lithuania report's launch presentation - November 2023daianatorreslima1
The document discusses strengthening upper secondary education in Lithuania. It finds that while attainment of upper secondary education is high in Lithuania, learning outcomes and skills are relatively low. It suggests two policy options: 1) Providing individualized transition recommendations for students entering upper secondary to help guide their choices, and 2) Creating two distinct vocational education pathways, one focused more on work-based learning and essential skills, and another oriented toward technical skills. The overall goal is to improve the quality and prestige of vocational education and align it better with the needs of students and the labor market.
B pont int perspective on ed change bc boisi oct 2015Beatriz Pont
What are OECD countries education change and reform strategies? Are policy makers high expectations: matched with policy capacity to reach the classrooms? There is a need to have clear vision, focus on implementation and evaluation of reforms.
20 annual boisi lecture, Lynch School of Education, Boston College,October, 2015
http://frontrow.bc.edu/program/pont/
Engaging young children: Lessons from research about quality in Early Childho...EduSkills OECD
- Early childhood education is important for developing children's brains in their first three years and laying the foundation for later life outcomes. Investing in early education has high economic returns.
- Access to early childhood education has increased in most OECD countries, though disadvantaged children are less likely to participate. Attending early education programs is linked to better performance in science and other subjects.
- Factors like teacher qualifications and training, smaller class sizes, supportive working conditions, and quality monitoring systems can improve teacher-student interactions and positively impact child development. Further research is still needed to fully understand these relationships.
Slides from OECD & NEA webinar Are education policies doing enough to enhance...EduSkills OECD
The document discusses gender gaps in education and skills. It provides data showing:
1) Women are less likely than men to not have an upper secondary degree, though fields of study tend to differ significantly between girls and boys.
2) Girls perform slightly below boys in mathematics on average internationally, though differences exist between countries.
3) Due to differences in fields of study, male university students tend to have higher numeracy skills than females.
4) Numeracy skills are linked to higher earnings potential. Initiatives to improve gender balance in STEM could boost economic outcomes.
This document discusses policy options for achieving greater equity and quality in education from a comparative perspective. It finds that high-performing education systems combine quality with equity by investing early in children's education, especially those from disadvantaged backgrounds, and supporting schools serving these students. Key policies that can help include comprehensive schooling to delay tracking, managing school choice to prevent segregation, making funding responsive to student needs, and supporting teaching quality. While countries implement different approaches, effective reforms place students and learning at the center, build capacity, engage stakeholders, and have clear, actionable plans tailored to each system.
PISA: Where is real progress being made in provinding equitable education?IIEP-UNESCO
Autor: Speaker: Andreas Schleicher, Director, Directorate for Education and Skills, OECD.
Presentation made for the first IIEP Strategic Debate of 2017.
More information: http://www.iiep.unesco.org/en/strategic-debate-real-progress-being-made-equitable-provision-education-pisaresults-3879
World literacy summit keynote: why low-literacy matters and what policy can dodvndamme
This document discusses literacy and its importance for inclusive societies. It summarizes evidence from studies like the EFA Monitoring Report, PISA, and PIAAC on topics like: progress made in reducing illiteracy but it is still not enough and uneven; how policies and practices can reduce low literacy levels; and the impact of literacy on economic and social outcomes. It discusses concepts like multi-literacies that go beyond just basic skills. The document concludes that literacy is crucial for human rights, social justice, and economic progress, and calls for policies that promote initial and ongoing education to improve literacy for all.
International Summit on the Teaching Profession - Framing the IssuesEduSkills OECD
by Andreas Schleicher, Director for Education and Skills, OECD. - If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force. Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World, the background report to the sixth International Summit on the Teaching Profession, describes the knowledge, skills and character qualities common to the most effective teachers. It examines the education policies and practices that help teachers to acquire these tools, including through induction and mentoring programmes, ongoing professional development activities, student assessments, and collaboration with colleagues. The publication also discusses the importance of involving all stakeholders – especially teachers – in the process of education reform.
The document discusses the OECD Skills Strategy for Poland. It notes that skills are important for individual well-being and economic prosperity. However, many Polish adults have low foundational skills and relatively few participate in adult learning. The strategy aims to make the education system more responsive to labor market needs, foster greater participation in adult learning, strengthen skills use in workplaces, and improve governance of the skills system. Specific opportunities discussed include expanding career counseling, strengthening collaboration between education institutions and employers, raising awareness of adult learning benefits, and better targeting financing to increase adult participation.
Finding Ways to Strengthen Integrity Through Institutional Reform and Better ...EduSkills OECD
Education in Ukraine is marked by integrity violations from early childhood education and care through postgraduate study. In the past decade policy makers and civic organisations have made progress in addressing these challenges. However, much remains to be done. OECD Reviews of Integrity in Education: Ukraine 2017 aims to support these efforts.
The review examines systemic integrity violations in Ukraine. These include: preferential access to school and pre-school education through favours and bribes; misappropriation of parental contributions to schools; undue recognition of learning achievement in schools; paid supplementary tutoring by classroom teachers; textbook procurement fraud; and, in higher education, corrupt access, academic dishonesty, and unwarranted recognition of academic work.
The report identifies how policy shortcomings create incentives for misconduct and provide opportunities for educators and students to act on these incentives. It presents recommendations to address these weaknesses and strengthen public trust in a merit-based education system. The audience of this report is policy makers, opinion leaders and educators in Ukraine.
Implementing structural reforms with the OECD: the role of education and skil...dvndamme
1) Unemployment remains high in OECD countries and income inequality has increased, reinforcing the need to promote inclusive growth.
2) Education and skills play an important role in fostering both economic growth and social inclusion, but average attainment rates only tell part of the story. Equitable access to education and balanced skills distributions are more important.
3) National education systems and policies can impact skills inequality and social mobility by influencing opportunities, outcomes and skills distributions. The OECD can provide policy advice and support to education reforms aimed at promoting inclusive growth.
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).
Education and skills policies to alleviate inequalitydvndamme
The document discusses findings from OECD data related to social inequality, education, and skills. It finds that socioeconomic status has a significant impact on student learning outcomes and access to tertiary education. While this impact has slightly weakened over time, it is still felt throughout individuals' educational careers. The distribution of educational attainment and skills varies widely between countries. Higher average skills levels and more equitable distributions are correlated with less social inequality. The document also discusses policies countries have implemented to make education and skills training more equitable and inclusive.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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.
Andreas Schleicher_OECD-ISSA webinar_Diversity plus Quality, does it equal Eq...EduSkills OECD
This document summarizes key findings from the TALIS Starting Strong 2018 survey on diversity and quality in early childhood education. It finds that socioeconomic gaps in child development emerge early. While early childhood education can help disadvantaged children, quality varies between more and less diverse centers. More diverse centers often face greater shortages and lower parental involvement, though staff may have more diversity training and use adaptive practices. Ensuring resources for diverse centers, reducing diversity concentrations, and supporting family engagement could help reduce inequalities.
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’.
Andreas Schleicher - Teach for All 8 February 2024.pptxEduSkills OECD
- PISA 2022 assessed the math performance of nearly 690,000 15-year-old students across 81 countries. It found the average math performance dropped by almost 15 score points across OECD countries since 2018, a larger decline than ever seen before.
- Factors like insufficient education resources, a shortage of qualified teachers, and more time spent on digital devices for leisure rather than learning were linked to lower math scores. However, stronger teacher support during remote learning and feeling prepared for independent learning were associated with higher performance and confidence.
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
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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
Liberal Approach to the Study of Indian Politics.pdf
Raising Performance in Lithuanian Education - An International Perspective
1. RAISING PERFORMANCE IN
LITHUANIAN EDUCATION
AN INTERNATIONAL PERSPECTIVE
Vilnius, 16 October 2017
Andreas Schleicher,
Director for Education and Skills - OECD
2. Responsibility decentralised to local governments to organise
and supervise schooling
School heads and higher education leaders given wide
responsibility for the management of their institutions
School funding methodology predictable and transparent, and
takes equity into account
Participation in schooling has risen, and from childhood
through adulthood is at or above OECD averages
2
A reformed and inclusive education system
3. Principal Teachers
School
board
Local/
regional
authority
National
authority
Principal
+
teachers
Czech Republic 84.6 1.0 0.9 5.5 8.0 85.6
Latvia 60.0 5.1 9.9 9.3 15.7 65.1
Estonia 59.8 4.2 8.4 11.2 16.5 64.0
Lithuania 60.7 3.3 15.7 8.6 11.7 63.9
Poland 50.2 1.3 0.9 24.8 22.8 51.5
Finland 45.9 2.0 2.4 32.8 17.0 47.8
OECD average 39.0 2.5 12.3 23.1 23.1 41.5
Turkey 4.5 0.6 21.6 3.4 69.9 5.1
3
School heads and boards have wide
responsibility for allocating resources
Distribution of responsibility for school resources (in percentage, summing to 100%)
4. Spending per student from the age of 6 to 15 and
science performance
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)
5. School funding equalises staff and learning materials
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
Meanindexdifferencebetweenadvantaged
anddisadvantagedschools
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
6. 6
Enrolment in early childhood and pre-primary
education is above or close to the OECD average
0
20
40
60
80
100
Age 2 Age 3 Age 4 Age 5 Age 6
%
Lithuania OECD average Nordic countries
7. Tertiary attainment is above the OECD average Figure A1.2
Educational attainment of 25-34 year-olds (2016)
0
10
20
30
40
50
60
70
80
90
100
Korea
Canada
Russian…
Lithuania
Ireland
UnitedKingdom
Luxembourg
Australia
Switzerland
Norway
UnitedStates
Israel
Sweden
Denmark
Netherlands
Belgium
France
Poland
NewZealand
Iceland
Slovenia
OECDaverage
Latvia
Finland
Estonia
EU22average
Spain
Greece
Austria
Portugal
SlovakRepublic
CzechRepublic
Germany
Turkey
Hungary
Chile
CostaRica
Colombia
SaudiArabia
Italy
Mexico
Argentina
China
Brazil
India
Indonesia
SouthAfrica
Below upper secondary education Upper secondary or post-secondary non-tertiary education Tertiary education
%
8. Let’s look at these, in turn
Early childhood education and care
Primary and lower secondary schooling
Upper Secondary schooling
Tertiary Education
8
But challenges remain….
11. 11
Urban-Rural Disparities in ECEC Enrolment Persist
0
10
20
30
40
50
60
70
80
90
100
%
1-2 years old
All areas Urban areas
0
10
20
30
40
50
60
70
80
90
100
%
3-6 years old
All areas Urban areas
12. Rates of return to one Euro invested in educational interventions for
disadvantaged and well-off children at different stages of the life cycle
Source: Adapted from Cunha et al. (2006) in Wossmann (2008), Efficiency and equity of European education and training
policies.
13. Sources: Adapted from Council for Early Childhood Development, (2010), in Naudeau S. et al. (2011).
14. Home learning environments matter…
The home learning environment plays a major role, as do socio-economic factors
such as family income and parents’ educational level. However, after accounting
for these factors, researchers in England found that pre-school had almost as
much impact on children’s education achievement at age 11 as school did – even
though children had spent more years in school than in preschool.
15. Monitoring ECEC quality remains undeveloped
Municipal education departments are responsible, but lack…
Plans for monitoring the quality of education and care
A template from central authorities that helps them do this
ECEC specialists to carry out the work of monitoring
Improvements are needed in identifying ECEC students with special
educational needs (SEN), and monitoring health and nutrition needs of all
SEN identification is not consistent across municipalities
Teachers lack training to detect, and to adapt care and instruction for SEN
Health and nutrition dimensions of well-being not integrated into quality monitoring
Workforce professional development is not yet sufficient
15
And beyond ECEC enrolment…
16. Policy goals and minimum
standards
Curriculum (and
learning standards)
Family and community
engagement
Data, monitoring and
research
Workforce quality
Quality means placing children at the centre of policy design
17. 17
Providing a
strong start
for learning
and life
Supporting
the continuing
development
needs of
the ECEC
workforce
Develop
Comprehensive
Quality
Monitoring
Improving
provision for
children with
special needs, and
focus on health and
nutrition for all
Expand
participation in
ECEC
Recommendations
• Expand participation in ECEC
In rural areas by stimulating parent demand for
services.
In largest urban areas by expanding supply of
ECEC through equitable funding and sustainable
funding models
• Develop comprehensive quality
monitoring
• Improve identification of and
provision for children with special
needs, and focus on health and
nutrition for all
• Support the continuing development
needs of the ECEC workforce
20. Trends in science performance (PISA)
450
470
490
510
530
550
570
2006 2009 2012 2015
OECD average
21. Poverty is not destiny - Science performance
by international deciles of the PISA index of economic, social and cultural status (ESCS)
280
330
380
430
480
530
580
630
DominicanRepublic40
Algeria52
Kosovo10
Qatar3
FYROM13
Tunisia39
Montenegro11
Jordan21
UnitedArabEmirates3
Georgia19
Lebanon27
Indonesia74
Mexico53
Peru50
CostaRica38
Brazil43
Turkey59
Moldova28
Thailand55
Colombia43
Iceland1
TrinidadandTobago14
Romania20
Israel6
Bulgaria13
Greece13
Russia5
Uruguay39
Chile27
Latvia25
Lithuania12
SlovakRepublic8
Italy15
Norway1
Spain31
Hungary16
Croatia10
Denmark3
OECDaverage12
Sweden3
Malta13
UnitedStates11
Macao(China)22
Ireland5
Austria5
Portugal28
Luxembourg14
HongKong(China)26
CzechRepublic9
Poland16
Australia4
UnitedKingdom5
Canada2
France9
Korea6
NewZealand5
Switzerland8
Netherlands4
Slovenia5
Belgium7
Finland2
Estonia5
VietNam76
Germany7
Japan8
ChineseTaipei12
B-S-J-G(China)52
Singapore11
Scorepoints
Bottom decile Second decile Middle decile Ninth decile Top decile
Figure I.6.7
% of students
in the bottom
international
deciles of
ESCS
OECD median student
22. Mathematics Reading Science
Below Level 2
(less than
420.07 score
points)
Level 5 or
above
(above 606.99
score points)
Below Level 2
(less than
407.47 score
points)
Level 5 or
above
(above 625.61
score points)
Below Level 2
(less than
409.54 score
points)
Level 5 or
above
(above 633.33
score points
Lithuania 25.4 6.9 25.1 4.4 24.7 4.2
Estonia 11.2 14.2 10.6 11.0 8.8 13.5
Latvia 21.4 5.2 17.7 4.3 17.2 3.8
Poland 17.2 12.2 14.4 8.2 16.3 7.3
Denmark 13.6 11.7 15.0 6.5 15.9 7.0
Finland 13.6 11.7 11.1 13.7 11.5 14.3
Norway 17.1 10.6 14.9 12.2 18.7 8.0
Sweden 20.8 10.4 18.4 10.0 21.6 8.5
OECD
average
23.4 10.7 20.1 8.3 21.2 7.7
22
Fewer high performers than many others in
region, or the OECD average
Percentage of top and low performers
23. OECD average Lithuania
Rural area Town City Rural area Town City
Percentage of students (%)
9% 54% 37% 21% 41% 38%
Average socio-economic and
cultural status -0.35 -0.09 0.13 -0.57 -0.10 0.26
Rural area
compared
to city
Town
compared
to rural area
City
compared
to town
Rural area
compared
to city
Town
compared
to rural area
City
compared
to town
Unadjusted performance
difference -31.83 -16.65 15.18 -55.32 25.69 29.63
Adjusted performance
difference (student and
school ESCS) 3.96 1.31 -2.65 28.25 22.18 -6.08
23
Large city/rural gaps in performance, due to socio-
economic disadvantage
Performance disadvantage of students in rural areas on PISA science assessment 2015
24. Teachers still earn less than similarly tertiary-
educated workers Figure D3.1
Lower secondary teachers' salaries relative to earnings for tertiary-educated workers (2015)
0.5
1.0
1.5
Portugal
Luxembourg
Latvia
Greece
Finland
Germany
Israel
Estonia
France
EU22average
England(UK)
Slovenia
Denmark
Flemishcom.(Belgium)
Lithuania
OECDaverage
NewZealand
Netherlands
Australia
Sweden
Poland
Austria
Frenchcom.(Belgium)
Scotland(UK)
Norway
Chile
Hungary
Italy
UnitedStates
SlovakRepublic
CzechRepublic
Ratio
25. 25
An ageing teaching workforce
Age distribution of teachers in primary education (2014)
0 10 20 30 40 50 60 70 80 90 100
OECD average
EU22 average
Lithuania
%
< 30 year-olds 30-39 year-olds 40-49 year-olds 50-59 years >= 60 years
0 10 20 30 40 50 60 70 80 90 100
OECD average
EU22 average
Lithuania
%
< 30 years 30-39 years 40-49 years 50-59 years >= 60 years
Lower Secondary EducationPrimary Education
26. Student-teacher ratios and class size
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
27. Learning time and science performance
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
28. Learning time and science performance
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
Scorepointsinscienceperhouroftotallearningtime
Hours Intended learning time at school (hours) Study time after school (hours) Score points in science per hour of total learning time
29. 29
Boys lag in science and especially reading
Gender differences (boys-girls) in mathematics, science and reading performance in PISA 2015
-55
-45
-35
-25
-15
-5
5
15
25
Lithuania Estonia Latvia Poland OECD average
Meanscoredifference(boys-girls)
Science Mathematics Reading
30. Use of assessments by teachers to improve classroom practice is
limited
Assessment use is not a priority in the selection and training of
school leaders
30
Extensive standardised assessments provide
rich information, but are not fully used
31. 31
Enhance the
capacity of
Lithuanian
students to use
knowledge and
skills
Establishing
conditions for a high
quality and attractive
teaching profession
Improving quality
assurance, school
management, and
classroom practice
through improved use
of assessments
Continue
consolidation of the
school network
Recommendations
• Enhance the capacity of Lithuanian students to use
knowledge and skills to a high level
Improve learning through expanded instructional time.
Narrow gaps in performance by providing targeted support
for rural schools, and targeted interventions for boys.
• Establish conditions for a high quality and
attractive teaching profession
• Improve quality assurance, school management,
and classroom practice through improved use of
assessments
• Continue consolidation of the school network
33. 33
Upper secondary attainment is above the OECD
average
Upper secondary graduation rates (2014)
0
10
20
30
40
50
60
70
80
90
100
%
Total Over 25 years old Below 25 years old
34. 34
About three in four complete general secondary
rather than vocational education
0
10
20
30
40
50
60
70
80
90
100
%
Vocational General
35. 35
Reforms underway, but VET is not well regarded
EU27
BEL
CZE
DNK
DEU
EST
IRL
GRC
ESP
FRA
ITA
LVA
LUX
HUN
NLD
AUT
POL
PRT
SVN
SVK
FIN
SWE
GBR
Lithuania
45
55
65
75
85
95
60 65 70 75 80 85 90
Vocational education and training offers high quality learning (% of total 'agree' responses)
Positive image of Vocational education and training (% of total 'positive' responses)
36. • VET teaching workforce has limited experience in
working life, and little circulation between school
and work to update knowledge and skills
• New sectoral training facilities created, but not
always accessible to students
• Benefits of VET not yet well documented for families
• Limited pathways from secondary VET to higher
education
36
Continuing challenges in raising quality, relevance, and
image of VET
37. Intended: continuous and comprehensive learning that is
competency-oriented
Delivered: teaching and learning is focused by high stakes
matura examination
Effort invested toward end of studies, rather than
continuously
Focus is on tested subjects, rather than full curriculum
37
Gap between the intended curriculum and the delivered
curriculum in general education
38. 38
Recommendations
Continue to improve the quality, relevance,
and attractiveness of vocational education
• Improve the evidence of VET benefits made
available to students and families
• Strengthen the ability of schools to provide
high quality VET through improvements to
teacher training and careers
• Improve the accessibility of the centres to
students through improved student support
• Improve opportunities for upper secondary
vocational students to make full use of the
pathway to tertiary education
Revise assessment to bridge the gap between
the intended and delivered curriculum in
general education
Improving the quality
and attractiveness of
vocational education
Achieving the intended
curriculum in upper
secondary general
education
40. Number. of
universities
Number. of
polytechnics
Number. of
inhabitants
(in million)
Number. of HEI
students
(in thousands,
2012)
Number of HEIs
per million
inhabitants
Number of
HEIs per 10
000 students
Lithuania 23 24 3.2 159.5 14.7 2.9
Finland 14 24 5.5 308.9 6.9 1.2
Denmark 8 16 5.7 275.0 4.2 0.9
Ireland 7 14 4.6 192.6 4.6 1.1
Netherlands 14 37 16.9 793.7 3.0 0.6
Switzerland 12 9 8.2 269.6 2.6 0.8
40
Unusually large number of higher education institutions
Number of higher education institutions per inhabitant and student (2012)
41. 41
Facing severe demographic strain
Forecast number of entrants, 2016-2020, selected universities
0
200
400
600
800
1000
1200
1400
1600
1800
2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021
Klaipėda University Lithuanian University of Educational Sciences
Mykolas Romeris University Šiauliai University
42. 42
With low international mobility among Lithuanian higher
education researchers
Share of higher education institution researchers who have worked abroad for
more than 3 months in the last ten years (2012)
0
10
20
30
40
50
60
%
43. Scientific publications
per million population
International scientific
co-publications
per million population
Public-private
co-publications
per million population
Lithuania 1 022 355.3 1.7
Estonia 1 997 907.7 6.8
Latvia 760 221.0 0.5
Poland 981 251.2 3.7
Denmark 4 066 2 066.7 143.5
Sweden 3 576 1 774.1 107.8
EU-28 average - 459.2 33.9
43
Relatively low international and private sector collaboration,
and scientific output
44. International student mobility helps create networks of
competencies, particularly at higher levels of education Figure C4.3
International students (inflow) and national students abroad (outflow) as a percentage of total national students (2015)
New Zealand
Australia
United Kingdom
Switzerland
Austria
BelgiumCanada
Netherlands
Denmark
Czech Republic
France
Finland
GermanyHungary Ireland
Sweden Slovak Republic
Latvia
ItalyUnited States
Portugal
Estonia
Japan Norway
Lithuania
Russian Federation Slovenia
Poland KoreaTurkey
Chile China
0
2
4
6
8
10
12
14
16
18
20
22
24
26
28
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Studentinflow
Student outflow
Tertiary
Luxembourg
( 23;73)
45. 45
Tertiary participation is high, but not equitable
Percentage of 25-34 year-olds with tertiary attainment, by household income quintile (2014)
0
10
20
30
40
50
60
70
80
90
Q1 Q2 Cohort average Q3 Q4 Q5
%
46. Adults with tertiary-educated parents are twice more
likely to reach that level themselves than those without Figure A4.3
Share of 30-44 year-olds who completed tertiary-type A or an advanced research programme, by parents' educational attainment (2012 or 2015)
0
10
20
30
40
50
60
70
80
90
Italy
SlovakRepublic
Poland
Turkey
France
Singapore
CzechRepublic
Greece
Spain
NorthernIreland
England
Israel
UnitedStates
Chile
Ireland
Australia
Lithuania
Average
RussianFederation
Netherlands
Canada
Korea
Norway
Slovenia
FlemishCom.
Germany
NewZealand
Estonia
Japan
Finland
Sweden
Denmark
Austria
%
At least one parent has attained tertiary education Both parents have less than tertiary educational attainment
47. • Who enters and completes tertiary education, and what employment
outcomes follow? Key populations – rural or disadvantaged -- not
monitored.
• There are no equity policy targets (e.g. percent of secondary vocational
graduates entering college or university)
• Policies do not focus on reducing inequalities in tertiary education. Some –
such as competitively awarded public funding for study places - risk
widening inequities
47
Equity monitoring and policies are missing
48. 48
Recommendations
• Consolidate tertiary institutions to
raise efficiency and quality
• Balance attractiveness and quality in
internationalisation
• Monitor and support equity in
tertiary education
Consolidate tertiary
institutions to raise
efficiency and quality
Balance attractiveness
and quality in
internationalisation
Monitor and support
equity in tertiary
education
49. 49
Overarching recommendations
Raising
performance
for all
students
Clarify and
raise
performance
expectations
Aligning
resources in
support of
raised
performance
expectations
Strengthening
performance
monitoring
and ensuring
quality
Building
institutional
capacity to
achieve high
performance
• Clarify and raise expectations
of performance at all levels
• Align resources to raised
performance expectations
• Strengthen performance
monitoring and quality
assurance
• Build institutional capacity to
achieve high performance
50. 50
50 Thank you
Find out more about our work at www.oecd.org/edu
– All publications
– The complete micro-level database
Discover PISA 2015 results by country
www.compareyourcountry.org/pisa
Email: Andreas.Schleicher@OECD.org
Twitter: SchleicherOECD
Editor's Notes
After accounting for students’ and schools’ socio-economic status
There are wide and persistent gaps between urban and rural areas of Lithuania in the participation of children aged 0-6 in pre-school education.
Participation in ECEC lags in the nation’s rural areas, where the incidence of poverty and ill health are highest, and young children might benefit most from access to high quality ECEC.
At ages 3-6 one there is nearly full ECEC participation in urban areas – and half this level (48%) in rural communities.
And the returns of ECEC to society are particularly high for disadvantaged children who don’t have a stimulating environment at home and in the community
Research shows ECEC provides a unique opportunity to interact with brain plasticity in areas such as emotional control, social skills, but also language and numeracy. If we miss this window, we may miss it forever
I. Expand participation
a. In rural areas, stimulate parent demand for services. Work with hospitals to educate new parents about the benefits of ECEC, enlist advocates among paediatricians and other health professionals who provide ongoing care to small children, and consider expanding home visiting, ensuring regular visits to rural families.
b. In urban areas -- create sustainable and equitable funding models to expand supply (for early ages). Consider having families make a contribution to ECEC places based upon their ability to pay – which is assessed according to a common methodology. This arrangement would provide additional ECEC funding by obtaining payments from those families who have the ability to pay fees and are not doing so under present arrangements.
II. Improve provision for children with special education needs, and focus on health and nutrition of all.
a. Standardise procedures for referring children with special needs. Rely on common criteria across municipalities to ensure that children receive the same opportunities for services regardless of where they live.
Strengthen SEN curriculum in teacher pre-service and in-service training programmes to improve the capacity of the teaching workforce to support SEN students.
Consider the integration of health dimensions into quality monitoring. Do this by engage the Ministry of Health in the development of the quality monitoring system.
d. Train paediatricians and other health care professionals on the basic elements of ECEC, including identification of children with special needs and the importance of ECEC overall.
III. Develop comprehensive quality monitoring
One option – have municipal education officials monitor the quality of care using a template developed by the Ministry through consultation. This template would lay out what are developmentally appropriate activities, suitable learning materials/resources at these stages, effective learning practices, and acceptable ways of assessing early learners.
Alternatively, assign responsibility for external quality assurance to the National Agency for School Evaluation – which is presently responsible for primary and secondary schooling.
IV. Support the development needs of the ECEC workforce
Invest more time in training teachers in classroom settings as part of initial teacher training, with emphasis on training teachers in interacting with young children and using curricula and methodological guidelines.
Partner with teacher training institutions to develop coaching and mentoring models for teachers already in classrooms.
Embed professional development into the process of quality monitoring, creating a system that focuses on measuring quality, reflecting on results, and supporting teachers in making improvements based upon monitoring.
We did our last PISA assessment of learning outcomes in science in 2006, and it was a quite different world then.
It is hard to imagine but we did not have the iphone then. Twitter was still a sound, Skype for most people was a typographical error in those times, the amazon was still a river, there was no android, no video streaming.
But science learning outcomes in the industrialised world remained entirely flat during those years.
And the world moved on, streetmaps became dynamic,
cars became electric and started to drive automatically, drones started to fly, and crowdfunding hugely amplified the potential of each of us individually and of us collectively.
But again, this did not translate into improved learning outcomes.
And in just the last few years, so many things have happened, virtual reality brought the whole world to each of us in real time, 3D printers can produce right where we are, robotics is changing the lives of people, or think about big data, the cloud, biogenetics and our capacity to affect life as such.
But science performance of students remained unfazed by all of this.
When you see that, you might be tempted to drop the idea of improving education, as an agenda that is too big, too complex and too politically charged and too entrenched in vested interests to warrant real progress.
But dont give up yet, the PISA data also show some amazing success stories.
Portugal kept moving on from poor to adequate, despite a difficult financial crisis.
Singapore kept advancing from good to great.
The UK held its ground.
So there is hope
Or consider this chart. Here you see student learning outcomes by decile of social background. The red square signals the performance of the 10% most disadvantaged students in the Dominican Republic, and the green triangle the performance of the 10% most privileged students in that country. So there is a big achievement gap in the Dominican Republic. And people who see this often conclude that poverty is simply destiny.
But when you look at this across countries, you can see how students from similar social backgrounds show very different performance levels depending on the country where they go to school.
Consider that the learning outcomes among the 10% most disadvantaged students in Viet Nam compared still favourably to the average student in the Western world. Consider that in most countries we find educational excellence among some of the most disadvantaged schools. And consider that many of the world’s leading education systems have not held this position since long. So it can be done.
A performance gap exists between students from urban and rural areas in core subject areas. This disadvantage is larger than the OECD average, and larger than found among most of Lithuania’s regional peers.
The unadjusted performance difference between rural and urban students on the 2015 PISA science assessment (-55.32) is far wider than that typically found in OECD member countries (-31.83), and roughly equivalent to a 1.5 year learning gap between rural and urban students.
However, after taking account of the socio-economic and cultural status of rural families and schools in Lithuania, rural students outperform their urban peers (+28.25)
The teaching workforce of Lithuania is substantially older than either the OECD or EU-22 average. The average age of teachers is 48.1 years in primary education and 48.9 in secondary education. Some 41% of primary teachers and 44% of lower secondary teachers were 50 years old or older in 2014, which are significantly higher than the OECD averages (30% and 34%, respectively).
Enhance the capacity of Lithuanian students to use knowledge and skills to a high level
Improve learning opportunities for all by expanding in-school instructional time, through a longer instructional year, by starting compulsory primary schooling at age 6 (rather than age 7), or both.
Narrow socio-economic and demographic gaps in performance.
In rural schools, consider targeted teacher quality initiatives (e.g. wage premia) and added learning support and enrichment in rural schools, e.g. before and after school, and during holidays.
For boys, provided targeted interventions, e.g. in reading, where their performance lags.
More effectively address equity within the funding formula. Consider assigning larger weights to socio-economically disadvantaged students in the funding formula.
Establish conditions for a high quality and attractive teaching profession.
Manage the current oversupply of teachers while making teaching more attractive to the most qualified young people (especially in key areas of shortage) to join the profession. Develop strategies for reallocating, redeploying and retiring teachers who will be affected by school consolidation.
Secure funding in the short term to help attract and retain new talent into teaching; and raise teacher salaries considerably in the long term to make teaching more attractive for talented young people.
Create a more coherent teacher career pathway that rewards teaching excellence and allows teachers to diversify their career pathways.
Ensure that new teachers can work in a well-supported environment and receive frequent feedback and mentoring in early stages of their career, and diversify and clarify the range of roles that should be taken on by teachers at different qualification levels.
Improve quality assurance, school management, and classroom practice through improved use of assessments
Ensure that the National Agency for School Evaluation uses assessment results in school monitoring, and consider the use of performance-based prioritisation for external school quality assurance reviews.
Make assessment use part of the nation’s teacher competency framework, initial teacher training curriculum, and continuing professional development.
Make capacity to use assessments in managing schools part of the school leader profile and selection process.
Evaluate whether the lower secondary completion examination (Test of Basic Education Learning Achievements) -- which sets no standards with respect to proficiency and generates no performance incentives -- is an effective use of school resources.
Continue consolidation of the school network [from School Resources Review, 2016]
Avoid introducing a universal class basket funding scheme that would weaken incentives for schools to organise schooling efficiently and to compete for students.
Consider alternative measures to address funding challenges at the school level. Take into account cost differences due to teacher composition. Cost differences could be smoothly incorporated into the funding formula by assigning different weights for categories of schools with a high, average or low salary cost index.
Note: recent public discussions have focused on replacing the student basket by a class basket. In contrast to the student basket, the class basket allocates funding as a function of the number of classes, rather than a function of student enrolment. At present each additional student brings a student basket to their school. Under the class basket funding methodology, each marginal student would not bring additional funding – only students at class size thresholds. The rationale behind the class basket is to recognise that the centrally funded teaching cost depends on the number of classes more than on the number of students – and that despite advantageous weighting, the student basket mechanism does not fully cover teaching costs of small schools that cannot benefit of economies of scale. Under a class basket methodology schools would have weaker incentives to compete for additional students where the incremental or marginal student cannot form a new class. A class basket methodology would create incentives for schools to reduce the size of their classes. To maximise revenue per student, schools would reduce each class to meet the minimum regulated size criteria. This is opposite to the student basket funding mechanism, which creates incentives for schools to maximise their class size. Thus, a universal class basket – applied to all schools – would likely help secure higher funding for smaller schools and be likely to significantly reduce efficiency in the nation’s schools through its incentive effects.
Lithuania’s level of upper secondary enrolment and attainment is among the highest in OECD and partner countries.
In 2014, 93% of 15-19 year-olds were enrolled in educational institutions, as compared to the OECD average of 84% (OECD, 2016a).
Upper secondary attainment is high, as well, and projections based on current patterns suggest that 92% of today’s young Lithuanians will complete their upper secondary education over their lifetime -- well above the OECD 85% average.
Lithuania provides general and vocational upper secondary pathways, and students who have completed lower secondary education may choose on which path they wish to continue their studies.
Students most often choose the general secondary path. In 2014, about 73% of students chose upper secondary general education while the remaining 27% of upper secondary students chose to enrol in vocational education. This share is well below the OECD average of 44%, though broadly similar to that of Baltic neighbours Latvia and Estonia.
When surveyed (Eurobarometer, 2011), 64% of Lithuanian respondents had a positive image of vocational education and training – among the lowest values in the European Union, and below the EU-27 average of 71%.
Only 61% of Lithuanian respondents indicated that vocational education offered high quality learning (75% for EU-27) and 43% judged it to provide good career opportunities (72% for EU-27) – both are the lowest values among respondent countries.
I. Continue to improve the quality, relevance, and attractiveness of VET
a. Improve the evidence of VET benefits made available to students. Implement the recently authorised human resources monitoring system (integrating schooling and employment records), using it to provide concrete evidence of VET benefits to prospective students and their families.
b. Strengthen the capacity of schools to provide high quality VET
Make work experience a prerequisite for entry into vocational teaching, and adopt policies that support ongoing movement between workplace and teaching as the principal means of continuing professional development.
Review teacher compensation, advancement, and retirement policies to support career circulation between school and work.
Reward work-based instruction of students by modifying the student basket funding methodology for vocational schools
c. Improve the accessibility of the centres through a system of student support that meets living costs, is easily accessible to all eligible students, and is well-publicised through web resources and school-based advising.
d. Improve opportunities for upper secondary vocational students to make full use of the pathway to tertiary education by raising the quality of general education teaching made available to secondary vocational students.
Bridge the Gap between Curriculum as Intended and Delivered
Provide incentives for students to invest earlier and more comprehensively in the secondary curriculum, and for teachers to focus on the development of competence rather than knowledge reproduction
a. To support earlier and more continuous investment in the curriculum, consider using moderated marking of classroom-based work and increasing the role of grades in establishing the competitive score used for higher education entry.
b. Consider implementing teacher-led assessment redesign. Follow the example of foreign language teachers, extending it across the curriculum: teacher-led assessment redesign that is competency-focused and supported by training in marking, reoriented classroom practices and instructional materials aligned to the newly redesigned assessment.
Highly regarded tertiary systems in Europe – in Finland, the Netherlands, Denmark, Switzerland, and Ireland – have grappled with questions of institutional scale and system design in recent years, reducing the number and increasing the scale of their higher education institutions. National authorities in some of these systems, such as Finland and the Netherlands, are concerned that they have not yet achieved an optimal number and scale of higher education institutions.
All of these systems have far fewer higher education institutions relative to the number of students and inhabitants than Lithuania. In 2012 Finland maintained 6.9 institutions per million inhabitants, and 1.2 institutions per 10 000 students – compared to Lithuania’s 14.7 institutions per million inhabitants, and 2.9 institutions per 10 000 students.
Between 2010 and 2014 tertiary enrolments fell by 32%, and continued declines in the size of the 18-25 year-old age cohort are forecast in the years ahead. Forecasts produced by the nation’s monitoring body for science and higher education, MOSTA., show that five of the nation’s universities may have no entering students by 2020.
Lithuania’s severe demographic pressures create three serious challenges for its system of tertiary education.
Falling student numbers risk declines in efficiency as student/teacher ratios fall and facilities are underused.
Declining enrolments pose a threat to the quality of instructional programmes, as course offerings and instructor numbers decline.
Lithuania finds it difficult to achieve the critical mass of researchers, facilities, and research infrastructure needed to effectively perform research at an international level. Falling student numbers exacerbate a problem of scale facing Lithuanian public university institutions -- five of which enrol fewer than 5 000 students, and none enrol 20 000 students.
International mobility among Lithuania’s researchers – which is vital for a small nation -- is very low.
The proportion of higher researchers working outside of Lithuania in international settings is well below that of Estonia and other high-performing countries in Central and Eastern Europe, such as Hungary.
Measures of performance drawn from bibliometric data provide evidence of the limited capacity of Lithuanian higher education to engage in research at international levels, with international collaborators, and with private sector partners.
Scientific publications per million of population, while higher than Latvia and on par with Poland, are below those of Estonia and the Czech Republic, and far below – by a factor of 3.0 or 3.5 – those of innovation intensive countries such as Sweden and Denmark. Highly cited scientific publications comprise 6% of scientific publications. Here, too, Lithuania outperforms Latvia and Poland, but lags behind Estonia and Sweden and Denmark.
Lithuania’s performance with respect to scientific publications published with international co-authors – important for a small country that has difficulty achieving critical mass – follows the same pattern as high-citation publications. Approximately 40% of scientific publications have international collaborators, a share smaller than that of Estonia and Nordic high performers, and modestly higher than that of Latvia and Poland.
A second form of collaboration, co-publications between public and private authors, is also quite low, reflecting weakly developed industry-academia scientific collaboration in Lithuania.
Original title and subtitle:
International student circulation in total tertiary education (2015)
International or foreign students studying in the country (brain gain) and national students studying abroad (brain drain) as a percentage of total national students studying home and abroad
Lithuania has achieved an especially high rate of tertiary attainment for its young adults. However, tertiary attainment is not equitable.
Among households in the lowest income quintile, only 16% have completed tertiary education – while among households in the highest income quintile 80% have done so.
Most student support is merit-based, rather than need-based.
In 2009 financial support for the most disadvantaged tertiary students was introduced through social scholarships to those whose family receives social benefits, who are themselves single parents, who have a single parent that does not hold a job, or those with a disability. In 2013 about 4% of students received a social scholarship.
Student funding for higher education places is linked – principally – to national matura examination results, with publicly funded seats awarded to those who have the state matura scores for the programmes and institutions to which they are seeking entry. This pattern of “merit-based” rather than either universal or need-based student assistance is adopted most often in Central and Eastern Europe.
Lithuania does not track performance on state matura examinations by student background characteristics, thus precise conclusions about the impact of student social background on higher education access are not possible. In meetings with education stakeholders it was acknowledged that students from the most advantaged family backgrounds and those who studied at the highest-performing secondary schools are likely to achieve the highest state matura scores. As MoES has noted, “it is evident that state matura examination results are much better at gymnasiums than secondary schools, urban schools do better than rural schools, and large schools do better than small ones” (MoES, 2016).
I. Consolidate tertiary institutions for efficiency and quality
1. Adopt a flexible and pragmatic approach to consolidation. Consider all options available to the nation – consolidation among universities, between universities and colleges, and between universities and research centres.
2. Help institutions take full advantage of the opportunities that consolidation provides. Strengthen their strategic management capabilities so they can identify redundancies, new opportunities for research and teaching that are made possible by consolidation, and new ways of working with community and commercial partners.
3. Give special attention and support to redeployment, retraining and redundancy options to staff affected by consolidation, since merging institutions in a way that achieves long-term cost efficiencies will result in reductions to staffing.
4. Complement consolidation by linking research funding more fully to scientific performance.
II. Balance attractiveness and quality in internationalisation
Provide foreign students adequate information prior to enrolment, and assurance of quality after enrolment.
Provide prospective students with web-based information about institutional characteristics closely associated with quality, such as graduation rates among the institution’s students.
Focus on the quality of provision for foreign students as part of the quality assurance process, scrutinizing study programmes that are being offered in a foreign language.
2. Align institutional incentives to recruit foreign students with national priorities for research and innovation. Make the enrolment of foreign students in priority national research programmes an element in performance-based funding on HEIs.
3. Provide a legal and tax framework that helps universities to attract foreign researchers. Ensure there is a clear legal basis for universities to establish non-profit foundations that can recruit, compensate, and support researchers. Use tax policy or other incentives to encourage business-university collaboration that supports the recruitment of international researchers.
III. Monitor and support equity in tertiary education
1. Develop a tertiary education information management system that has the capacity to monitor the social profile of students taking the state matura examination, the profile of students obtaining publicly funded (and self-paid) seats, and the profiles of those commencing and completing first cycle (bachelor) courses.
Monitor and report on secondary vocational students, identifying the proportion of students who qualify for tertiary entry, who begin tertiary studies, and who complete. Identify suitable policy targets or benchmarks for their success.
Monitor which students are completing their studies and which are not, and provide the Ministry, the Quality Assurance Agency, and the Research and Higher Education Monitoring and Analysis Centre (MOSTA) with this information. Compare progression and completion among social scholarship recipients to that of students who are not in receipt of formula-based support, and monitor to assure that they are succeeding in their studies at rates that are broadly comparable to those of other student populations.
4. Revise student support to align with equity targets. Widen the scope social scholarships (now received by 4% of students), linking scholarships more broadly to family income, school characteristics, or community profile.
To comprehensively raise the level of performance for all students, the Government and other education stakeholders across the country are encouraged to work towards:
Clarifying and raising expectations of performance – by students, teachers, school leaders, and researchers – across the education system. Productive discussions, those that become embedded in guiding policy documents and the thinking of practitioners, need to identify a shared vision of good schools and good teaching, high quality vocational education, and successful college and university institutions.
Aligning resources in support of raised performance expectations. If students are to learn to higher levels, resources must support this – including expanded learning time and a strengthened teacher workforce. In higher education discussions are underway about funding higher education institutions on the basis of performance agreements – which countries across the world have shown to be an effective way of aligning resources and performance.
Strengthening performance monitoring and ensuring quality. Improvement requires careful attention to performance. Lithuania has established data systems and school assessments, but has not fully used these to improve teaching or leadership, or to assure quality. Linking existing education information systems to labour market information and making better use of assessment information are needed to raise performance, and greater attention to presently overlooked disadvantaged students is needed.
Building institutional capacity to achieve high performance. National education policy makers in Lithuania sometimes lack the organisational and analytical capacity to play the convening and steering role for which they are responsible. Education institutions, such as universities, sometimes lack the capacity for self-management they need in a system providing wide autonomy. Strengthening the capacities of those who set policy and those who manage institutions should be a priority of government.