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.
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.
Supporting Teacher Professionalism Insights From TALIS 2013EduSkills OECD
This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators.
The report focuses on lower secondary teachers (ISCED 2) in different education systems and looks at cross-cultural differences in teacher professionalism. It explores how teacher professionalism is linked to policy-relevant teacher outcomes such as perceived status, satisfaction with profession and school environment or perceived self-efficacy. The publication also tackles equity concerns in teacher professionalism: it examines professionalism support gaps, which are defined as differences in support for teacher professionalism in schools with high levels of disadvantage as compared to those with low-levels of disadvantage. Last but not least, the report presents a number of policy-relevant recommendations to enhance teacher professionalism and equity in access to high-quality teaching in OECD member countries.
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
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.
Immigrant Students at School: Easing the Journey towards IntegrationEduSkills OECD
How school systems respond to immigration has an enormous impact on the economic and social well-being of all members of the communities they serve, whether they have an immigrant background or not. Immigrant Students at School: Easing the Journey towards Integration reveals some of the difficulties immigrant students encounter – and some of the contributions they offer – as they settle into their new communities and new schools. Results from the OECD Programme for International Student Assessment (PISA) indicate that students with an immigrant background tend to perform worse in school than students without an immigrant background. Several factors are associated with this disparity, including the concentration of disadvantage in the schools immigrant students attend, language barriers and certain school policies, like grade repetition and tracking, that can hinder immigrant students’ progress through school. But successful integration is measured in more than academic achievement; immigrant students’ well-being and hopes for the future are just as telling. This report examines not only immigrant students’ aspirations and sense of belonging at school, but also recent trends in Europeans’ receptiveness to welcoming immigrants into their own countries – the context that could make all the difference in how well immigrant students integrate into their new communities. The report includes a special section on refugees and education, and an extensive discussion on education policy responses to immigration.
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.
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.
Students, Computers and Learning: Making the Connection (Andreas Schleiche...EduSkills OECD
Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.
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.
Supporting Teacher Professionalism Insights From TALIS 2013EduSkills OECD
This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators.
The report focuses on lower secondary teachers (ISCED 2) in different education systems and looks at cross-cultural differences in teacher professionalism. It explores how teacher professionalism is linked to policy-relevant teacher outcomes such as perceived status, satisfaction with profession and school environment or perceived self-efficacy. The publication also tackles equity concerns in teacher professionalism: it examines professionalism support gaps, which are defined as differences in support for teacher professionalism in schools with high levels of disadvantage as compared to those with low-levels of disadvantage. Last but not least, the report presents a number of policy-relevant recommendations to enhance teacher professionalism and equity in access to high-quality teaching in OECD member countries.
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
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.
Immigrant Students at School: Easing the Journey towards IntegrationEduSkills OECD
How school systems respond to immigration has an enormous impact on the economic and social well-being of all members of the communities they serve, whether they have an immigrant background or not. Immigrant Students at School: Easing the Journey towards Integration reveals some of the difficulties immigrant students encounter – and some of the contributions they offer – as they settle into their new communities and new schools. Results from the OECD Programme for International Student Assessment (PISA) indicate that students with an immigrant background tend to perform worse in school than students without an immigrant background. Several factors are associated with this disparity, including the concentration of disadvantage in the schools immigrant students attend, language barriers and certain school policies, like grade repetition and tracking, that can hinder immigrant students’ progress through school. But successful integration is measured in more than academic achievement; immigrant students’ well-being and hopes for the future are just as telling. This report examines not only immigrant students’ aspirations and sense of belonging at school, but also recent trends in Europeans’ receptiveness to welcoming immigrants into their own countries – the context that could make all the difference in how well immigrant students integrate into their new communities. The report includes a special section on refugees and education, and an extensive discussion on education policy responses to immigration.
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.
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.
Students, Computers and Learning: Making the Connection (Andreas Schleiche...EduSkills OECD
Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.
Education at a Glance 2015 - Global LaunchEduSkills OECD
Education at a Glance: OECD Indicators is 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 in the 34 OECD countries and a number of partner countries.
With more than 100 charts, 150 tables and links to another 150 tables on line, Education at a Glance 2015 provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education;and the learning environment and organisation of schools.
Raising Social Mobility Through Teacher PolicyEduSkills OECD
Andreas Schleicher
Director for Education and Skills
OECD
Challenges for teachers
Student-level
Initiating and managing learning processes, including active learning
Responding to the learning needs of individual learners
Integrating formative and summative assessment
Classroom level
Teaching in multicultural classrooms
Emphasising cross-curricular studies
Integrating students with special needs
School level
Working and planning in teams and partner with other schools
Evaluating and planning for improvement
Using ICT for teaching and administration, etc.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
The 2016 edition introduces a new indicator on the completion rate of tertiary students and another one on school leaders. It provides more trend data and analysis on diverse topics, such as: teachers’ salaries; graduation rates; expenditure on education; enrolment rates; young adults who are neither employed nor in education or training; class size; and teaching hours. The publication examines gender imbalance in education and the profile of students who attend, and graduate from, vocational education.
The report covers all 35 OECD countries and a number of partner countries (Argentina, Brazil, China, Colombia, Costa Rica, India, Indonesia, Lithuania, the Russian Federation, Saudi Arabia and South Africa).
This edition includes more than 125 figures and 145 tables. The Excel™ spreadsheets used to create them are available via the StatLinks provided throughout the publication. More data is available in the OECD Education Statistics database.
Education at a glance 2013: OECD Indicators - Key findingsEduSkills OECD
This document provides an overview of key findings from the OECD's Education at a Glance 2013 report. Some of the main points summarized are:
- One in three young adults today is expected to complete a university degree before age 30. University-level education is more common among younger adults compared to older adults.
- Upper secondary education, whether general or vocational, is becoming the norm, with over 70% of 25-64 year-olds having at least attained this level of education across OECD countries.
- More women than men earn at least an upper secondary education. Employment rates are highest among those with a tertiary education, while adults without an upper secondary education suffer the most in weak labor
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
Raising Performance in Lithuanian Education - An International PerspectiveEduSkills OECD
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.
Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. With more than 125 charts and 145 tables included in the publication and much more data available on the educational database, Education at a Glance 2017 provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
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.
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.
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.
Education at a Glance Interim Report:Update of Employment and Educational Att...EduSkills OECD
The social consequences of the crisis were still deepening in 2013, especially among the most vulnerable groups such as low-educated young adults. In most OECD countries more than four out of five younger adults have attained at least an upper secondary education, implying that one in six of them have qualifications below upper secondary education.
Why Skills Matter - Further Results from the Survey of Adult Skills EduSkills OECD
In the wake of the technological revolution that began in the last decades of the 20th century, labour market demand for information-processing and other high-level cognitive and interpersonal skills is growing substantially. The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to provide insights into the availability of some of these key skills in society and how they are used at work and at home. The first survey of its kind, it directly measures proficiency in several information-processing skills – namely literacy, numeracy and problem solving in technology-rich environments. This volume reports results from the 24 countries and regions that participated in the rst round of the survey in 2011-12 (first published in OECD Skills Outlook 2013: First Results from the Survey of Adult Skills) and from the nine additional countries that participated in the second round in 2014-15 (Chile, Greece, Indonesia [Jakarta], Israel, Lithuania, New Zealand, Singapore, Slovenia and Turkey). It describes adults’ proficiency in the three information-processing skills assessed, and examines how skills proficiency is related to labour market and social outcomes.
Universal Basic Skills - What Countries Stand to Gain EduSkills OECD
(Andreas Schleicher - Director, OECD Directorate for Education and Skills)
While access to schooling has expanded around the world, many countries have not realised the hoped-for improvements in economic and social well-being. Access to education by itself is an incomplete goal for development; many students leave the education system without basic proficiency in literacy and numeracy. As the world coalesces around new sustainable development targets towards 2030, the focus in education is shifting towards access and quality. Using projections based on data from the OECD Programme for International Student Assessment (PISA) and other international student assessments, this report offers a glimpse of the stunning economic and social benefits that all countries, regardless of their national wealth, stand to gain if they ensure that every child not only has access to education but, through that education, acquires at least the baseline level of skills needed to participate fully in society.
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.
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.
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
Strong performers and successful reformers in PISA 2012 - Policy lessons for ...EduSkills OECD
This document discusses key findings from PISA 2012 related to student performance in Norway and other countries. It shows that Norway performs above average in mathematics but has seen a decline in the percentage of top-performing students since 2003. The document also discusses factors correlated with student performance, such as equitable access to learning opportunities regardless of socioeconomic background. Additionally, it examines policies and practices of high-performing education systems that Norway could consider adopting, such as setting ambitious standards for all students and ensuring coherence across the education system.
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 document discusses the relationship between education and interpersonal trust. It analyzes data from the Program for the International Assessment of Adult Competencies (PIAAC) regarding levels of trust among adults in different countries. It finds that countries with higher average literacy scores on PIAAC also tend to have populations with higher levels of trust. Additionally, it shows that individuals with higher educational attainment themselves, as well as those who had fathers with higher education, are more likely to express trust in others. Overall, the document argues that education plays an important role in building and maintaining interpersonal trust through enhancing skills, socialization, and occupational outcomes.
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.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
The 2016 edition introduces a new indicator on the completion rate of tertiary students and another one on school leaders. It provides more trend data and analysis on diverse topics, such as: teachers’ salaries; graduation rates; expenditure on education; enrolment rates; young adults who are neither employed nor in education or training; class size; and teaching hours. The publication examines gender imbalance in education and the profile of students who attend, and graduate from, vocational education.
The report covers all 35 OECD countries and a number of partner countries (Argentina, Brazil, China, Colombia, Costa Rica, India, Indonesia, Lithuania, the Russian Federation, Saudi Arabia and South Africa).
This edition includes more than 125 figures and 145 tables. The Excel™ spreadsheets used to create them are available via the StatLinks provided throughout the publication. More data is available in the OECD Education Statistics database.
Publication de référence sur l’état de l’éducation dans le monde, Regards sur l’éducation fournit des données clés sur : les résultats des établissements d’enseignement ; l’impact de l’apprentissage dans les différents pays ; les ressources financières et humaines investies dans l’éducation ; l’accès, la participation et la progression au sein des systèmes d’éducation ; l’environnement d’apprentissage ; et l’organisation scolaire.
Cette édition 2016 présente de nouveaux indicateurs, notamment sur les taux de réussite des étudiants dans l’enseignement tertiaire et les chefs d’établissement. Elle offre également de nouvelles données tendancielles et analyses sur différents thèmes, dont : le salaire des enseignants ; les taux d’obtention d’un diplôme ; les dépenses d’éducation ; les taux de scolarisation ; les jeunes adultes sans emploi ne suivant ni études ni formation ; la taille des classes ; et le nombre d’heures d’enseignement. La publication analyse en outre les déséquilibres entre les sexes dans le domaine de l’éducation, ainsi que le profil des élèves/étudiants des filières professionnelles et de leurs diplômés.
Ce rapport couvre l’ensemble des 35 pays de l’OCDE ainsi qu’un certain nombre de pays partenaires (Afrique du Sud, Arabie saoudite, Argentine, Brésil, Chine, Colombie, Costa Rica, Fédération de Russie, Inde, Indonésie et Lituanie).
Cette édition inclut plus de 125 graphiques et 145 tableaux. Les fichiers Excel™ qui ont servi à leur création sont disponibles via les liens StatLinks fournis tout au long de la publication, corpus que vient compléter la Base de données statistique de l’OCDE sur l’éducation.
Education at a Glance 2015 - Global LaunchEduSkills OECD
Education at a Glance: OECD Indicators is 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 in the 34 OECD countries and a number of partner countries.
With more than 100 charts, 150 tables and links to another 150 tables on line, Education at a Glance 2015 provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education;and the learning environment and organisation of schools.
Raising Social Mobility Through Teacher PolicyEduSkills OECD
Andreas Schleicher
Director for Education and Skills
OECD
Challenges for teachers
Student-level
Initiating and managing learning processes, including active learning
Responding to the learning needs of individual learners
Integrating formative and summative assessment
Classroom level
Teaching in multicultural classrooms
Emphasising cross-curricular studies
Integrating students with special needs
School level
Working and planning in teams and partner with other schools
Evaluating and planning for improvement
Using ICT for teaching and administration, etc.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
The 2016 edition introduces a new indicator on the completion rate of tertiary students and another one on school leaders. It provides more trend data and analysis on diverse topics, such as: teachers’ salaries; graduation rates; expenditure on education; enrolment rates; young adults who are neither employed nor in education or training; class size; and teaching hours. The publication examines gender imbalance in education and the profile of students who attend, and graduate from, vocational education.
The report covers all 35 OECD countries and a number of partner countries (Argentina, Brazil, China, Colombia, Costa Rica, India, Indonesia, Lithuania, the Russian Federation, Saudi Arabia and South Africa).
This edition includes more than 125 figures and 145 tables. The Excel™ spreadsheets used to create them are available via the StatLinks provided throughout the publication. More data is available in the OECD Education Statistics database.
Education at a glance 2013: OECD Indicators - Key findingsEduSkills OECD
This document provides an overview of key findings from the OECD's Education at a Glance 2013 report. Some of the main points summarized are:
- One in three young adults today is expected to complete a university degree before age 30. University-level education is more common among younger adults compared to older adults.
- Upper secondary education, whether general or vocational, is becoming the norm, with over 70% of 25-64 year-olds having at least attained this level of education across OECD countries.
- More women than men earn at least an upper secondary education. Employment rates are highest among those with a tertiary education, while adults without an upper secondary education suffer the most in weak labor
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
Raising Performance in Lithuanian Education - An International PerspectiveEduSkills OECD
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.
Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. With more than 125 charts and 145 tables included in the publication and much more data available on the educational database, Education at a Glance 2017 provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
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.
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.
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.
Education at a Glance Interim Report:Update of Employment and Educational Att...EduSkills OECD
The social consequences of the crisis were still deepening in 2013, especially among the most vulnerable groups such as low-educated young adults. In most OECD countries more than four out of five younger adults have attained at least an upper secondary education, implying that one in six of them have qualifications below upper secondary education.
Why Skills Matter - Further Results from the Survey of Adult Skills EduSkills OECD
In the wake of the technological revolution that began in the last decades of the 20th century, labour market demand for information-processing and other high-level cognitive and interpersonal skills is growing substantially. The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to provide insights into the availability of some of these key skills in society and how they are used at work and at home. The first survey of its kind, it directly measures proficiency in several information-processing skills – namely literacy, numeracy and problem solving in technology-rich environments. This volume reports results from the 24 countries and regions that participated in the rst round of the survey in 2011-12 (first published in OECD Skills Outlook 2013: First Results from the Survey of Adult Skills) and from the nine additional countries that participated in the second round in 2014-15 (Chile, Greece, Indonesia [Jakarta], Israel, Lithuania, New Zealand, Singapore, Slovenia and Turkey). It describes adults’ proficiency in the three information-processing skills assessed, and examines how skills proficiency is related to labour market and social outcomes.
Universal Basic Skills - What Countries Stand to Gain EduSkills OECD
(Andreas Schleicher - Director, OECD Directorate for Education and Skills)
While access to schooling has expanded around the world, many countries have not realised the hoped-for improvements in economic and social well-being. Access to education by itself is an incomplete goal for development; many students leave the education system without basic proficiency in literacy and numeracy. As the world coalesces around new sustainable development targets towards 2030, the focus in education is shifting towards access and quality. Using projections based on data from the OECD Programme for International Student Assessment (PISA) and other international student assessments, this report offers a glimpse of the stunning economic and social benefits that all countries, regardless of their national wealth, stand to gain if they ensure that every child not only has access to education but, through that education, acquires at least the baseline level of skills needed to participate fully in society.
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.
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.
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
Strong performers and successful reformers in PISA 2012 - Policy lessons for ...EduSkills OECD
This document discusses key findings from PISA 2012 related to student performance in Norway and other countries. It shows that Norway performs above average in mathematics but has seen a decline in the percentage of top-performing students since 2003. The document also discusses factors correlated with student performance, such as equitable access to learning opportunities regardless of socioeconomic background. Additionally, it examines policies and practices of high-performing education systems that Norway could consider adopting, such as setting ambitious standards for all students and ensuring coherence across the education system.
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 document discusses the relationship between education and interpersonal trust. It analyzes data from the Program for the International Assessment of Adult Competencies (PIAAC) regarding levels of trust among adults in different countries. It finds that countries with higher average literacy scores on PIAAC also tend to have populations with higher levels of trust. Additionally, it shows that individuals with higher educational attainment themselves, as well as those who had fathers with higher education, are more likely to express trust in others. Overall, the document argues that education plays an important role in building and maintaining interpersonal trust through enhancing skills, socialization, and occupational outcomes.
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.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
The 2016 edition introduces a new indicator on the completion rate of tertiary students and another one on school leaders. It provides more trend data and analysis on diverse topics, such as: teachers’ salaries; graduation rates; expenditure on education; enrolment rates; young adults who are neither employed nor in education or training; class size; and teaching hours. The publication examines gender imbalance in education and the profile of students who attend, and graduate from, vocational education.
The report covers all 35 OECD countries and a number of partner countries (Argentina, Brazil, China, Colombia, Costa Rica, India, Indonesia, Lithuania, the Russian Federation, Saudi Arabia and South Africa).
This edition includes more than 125 figures and 145 tables. The Excel™ spreadsheets used to create them are available via the StatLinks provided throughout the publication. More data is available in the OECD Education Statistics database.
Publication de référence sur l’état de l’éducation dans le monde, Regards sur l’éducation fournit des données clés sur : les résultats des établissements d’enseignement ; l’impact de l’apprentissage dans les différents pays ; les ressources financières et humaines investies dans l’éducation ; l’accès, la participation et la progression au sein des systèmes d’éducation ; l’environnement d’apprentissage ; et l’organisation scolaire.
Cette édition 2016 présente de nouveaux indicateurs, notamment sur les taux de réussite des étudiants dans l’enseignement tertiaire et les chefs d’établissement. Elle offre également de nouvelles données tendancielles et analyses sur différents thèmes, dont : le salaire des enseignants ; les taux d’obtention d’un diplôme ; les dépenses d’éducation ; les taux de scolarisation ; les jeunes adultes sans emploi ne suivant ni études ni formation ; la taille des classes ; et le nombre d’heures d’enseignement. La publication analyse en outre les déséquilibres entre les sexes dans le domaine de l’éducation, ainsi que le profil des élèves/étudiants des filières professionnelles et de leurs diplômés.
Ce rapport couvre l’ensemble des 35 pays de l’OCDE ainsi qu’un certain nombre de pays partenaires (Afrique du Sud, Arabie saoudite, Argentine, Brésil, Chine, Colombie, Costa Rica, Fédération de Russie, Inde, Indonésie et Lituanie).
Cette édition inclut plus de 125 graphiques et 145 tableaux. Les fichiers Excel™ qui ont servi à leur création sont disponibles via les liens StatLinks fournis tout au long de la publication, corpus que vient compléter la Base de données statistique de l’OCDE sur l’éducation.
Presentación-Conferencia de prensa de Gabriela Ramos,
Consejera Especial del Secretario General,
Directora de Gabinete y Sherpa de la OCDE
14 de septiembre de 2016
Netherlands 2016 OECD Economic Survey unleashing productivity The Hague 3 MarchOECD, Economics Department
The document is a 2016 OECD Economic Survey of the Netherlands that discusses several key economic indicators and policies. It finds that while the Dutch economy has recovered from the global financial crisis and unemployment is decreasing, productivity growth has been flat. It recommends boosting private investment, increasing support for research and development, and strengthening skills training particularly for immigrants and disadvantaged groups to help unleash productivity. Overall the survey provides an assessment of the Dutch economy and policy areas that could be improved to further support growth, employment, and living standards.
The document discusses the important role of education and training departments in finding ways to engage current and future generations. It notes that traditions from the Christian faith and Salvation Army must be preserved but also adapted to remain relevant. The education and training program in the Netherlands Territory is outlined, including the two-year William Booth College program for cadets and various courses provided to officers. The department is charged with spreading the gospel and finding keys to open the future for upcoming generations.
The education system in the Netherlands has several stages. Preschool is optional for children ages 3-4 and focuses on play-based learning. Elementary school is compulsory for ages 4-12 and students are grouped by age or knowledge. Secondary education has three paths - pre-vocational education focused on technology and careers; senior general secondary education; and pre-university education preparing students for higher education. Higher education includes universities of applied sciences and research universities offering bachelor's and master's degrees, as well as an Open University for adult learners. The Netherlands' education system emphasizes more choices for students, attention to individual abilities, practical work experience, and schooling through age 18.
The educational system in the Netherlands consists of kindergarten (ages 2-3), primary education (ages 4-12), and secondary education. Secondary education has several paths including VMBO (4 years), HAVO (5 years), and VWO (6 years). Students can then pursue MBO (vocational education, 4 years), HBO (university of applied sciences, bachelor's degree, 4 years), or WO (research university, bachelor's degree is 3 years and master's/doctorate degrees are 2-3 years/1 year respectively). Primary education is partly paid for by the government and compulsory, while post-secondary options are partly paid for but not compulsory.
The Netherlands is located in northwestern Europe, bordered by Germany and Belgium. Dutch is the main language spoken, though Frisian is also spoken in some areas. Some of the largest and most popular cities to visit are Amsterdam, Rotterdam, and The Hague. Football is very popular sport in the Netherlands, along with speed skating, handball, and cycling. The flag features red, white and blue representing strength, honesty, and loyalty. While many are non-religious, some practice forms of Christianity like Catholicism and Protestantism.
The Netherlands is a country located in Western Europe along the North Sea between Germany and Belgium. Its capital is Amsterdam, though The Hague is the seat of government. The climate is temperate with cool summers and mild winters. Major geographic features include the North Sea and three rivers. The environment includes water animals and various deer and fox. The history includes periods as a Dutch Republic, under French rule, and as an independent kingdom. The culture features the Dutch language, sports like soccer and cycling, and a mix of religious beliefs.
Smart Industry, Dutch Industry fit for the futureCroonwolter&dros
The document discusses a seminar on Smart Industry given by Prof.dr.ir. Egbert-Jan Sol from TNO Industry. The seminar focused on how Dutch industry can become "fit for the future" and embrace Smart Industry approaches to remain competitive. The seminar included an opening presentation and ran from pages 1 to 35.
The document summarizes the role of Mexico within the OECD. It discusses Mexico's membership and participation in the OECD, including how Mexico benefits from identifying reforms through OECD dialogue and how it contributes perspectives from an emerging economy. The summary also outlines Mexico's priorities for its upcoming presidency of the G20 summit, including economic stabilization, financial system strengthening, international financial architecture, food security, and sustainable development.
Global Forum on Public Governance, "Women's Leadership in Public Life: Fostering Diversity for Inclusive Growth". OECD, Paris 2-4 April, 2014. More information at http://www.oecd.org/gov/oecdglobalforumonpublicgovernance.htm
School fees are paid through a multi-step process where donors first pay a foundation in the Netherlands, who then transfers the funds to a local Tanzanian partner called Multiflower. Multiflower purchases mobile money and sends it to individual school accounts, where it is deposited into the school's bank account. The school and student can then confirm the payment was received on their profile pages. The document also compares transferring money through traditional means, which is slow, expensive and risky, to using mobile money which is quicker, cheaper, and more secure and transparent.
Get ready to study in Netherland. Find here all the details for study in Netherland, colleges, Universities, courses, master's courses, scholarships, visa, accommodation etc.
Education in Poland is compulsory between ages 6-18. Public schools are free of charge. Children first attend kindergarten from ages 3-6, then primary school from ages 7-12 where they are not divided into subjects in the early years. From ages 13-15 students attend gymnasium where they study core subjects. Students can then attend vocational or academic high schools. Teachers are required to have a university degree and promote through four degrees over 12 years for higher pay and job security.
The Polish education system guarantees free compulsory education through age 18. It consists of pre-primary education in kindergarten from ages 3-6, primary school from ages 7-13, lower secondary school from ages 13-16, and various types of upper secondary schools, including general, technical, and vocational, until age 19. Education is divided into stages and follows a national curriculum specifying minimum teaching hours by subject. Students are assessed on a 6-point grading scale, and the school year runs from September to June with breaks for winter and Easter holidays.
The document discusses the history and current state of the Netherlands. It mentions postwar developments in the 1970s-1980s, including Keynesian economics and the failure of the left. It then discusses the economic growth of the 1990s and political events in 2002, 2004, and 2005 including the deaths of Pim Fortuyn and Theo van Gogh. It notes that according to King Willem-Alexander, the labor market and public services need reform due to globalization and an aging population. Additional details provided include statistics on the economy, projected population trends, internet and technology rankings, and a quote on God providing both mouth and bread.
The Swedish school system has several stages: preschool for ages 1-5, preschool class for age 6, compulsory school for ages 7-16, and upper secondary school for ages 16-19. Preschool and preschool class are voluntary and focus on stimulating development and learning. Compulsory school is run by municipalities and provides a common curriculum. Upper secondary school offers both vocational and academic programs free of charge. Sweden aims for equality in education through policies like the voucher system and addressing challenges around newly arrived pupils, educational equity, teacher quality, and long-term school conditions.
Perfromance Information in the Education Sector by Paulo SantiagoOECD Governance
Presentation by Paulo Santiago at the 10th annual meeting of the Senior Budget Officials Performance and Results Network held on 24-25 November 2014. Find more information at http://www.oecd.org/gov/budgeting
Presentación que el profesor E. Hanushek (Universidad de Stanford) realizó el día 6 de mayo de 2013 en el MECD con el título “The Economics of International Differences in Educational Achievement”.
Effective change in schools oecd pont 2018 mad 6 18Beatriz Pont
Education policy implementation: a framework for policy makers to help ensure that policies have impact in classrooms. Stakeholder engagement, smart policy design, conducive context and a coherent strategy
AHDS Annual Conference 2014 - Graham DonaldsonAHDScotland
The document discusses factors driving change in education and implications for the future of education. It summarizes key messages from international assessments and examples from other education systems. The Scottish education system aims to provide broad education for all students through its Curriculum for Excellence reforms while also raising standards. This includes revitalizing teacher education and supporting career-long professional learning through the new Scottish College for Educational Leadership.
Educating students for their future, rather than our past (Education World F...EduSkills OECD
Addressing educational under-performance makes economic growth more inclusive and expands the size of the economy The increase in average earnings from attaining universal basic skills amounts to some 4.2% across the 28 countries with universal enrolment in secondary schools. This increase is accompanied by a 5.2% average reduction in the achievement-induced part of the standard deviation of earnings and thus differs from simple tax and redistribution schemes that might change income distribution but would not add to societal output. Policies to improve knowledge capital will also promote inclusion and a more equitable income distribution
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.
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.
- PISA for Schools is an assessment program that provides internationally comparable data on student performance and learning environments in schools globally.
- It aims to improve school policies and practices by assessing students' abilities to apply their knowledge creatively in novel situations, as well as collecting data on personal backgrounds, schools, and engagement with learning.
- The program tests over half a million students across 65 countries every 3 years, allowing comparisons of country-level academic achievement and insights into what makes some school systems more successful than others.
Implementing Education Policies: Effective Change in EducationEduSkills OECD
The OECD Directorate for Education and Skills offers tailored support for countries to develop and implement their school education policies in ways that guarantee the quality and equity of their education system.
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.
Scotland's Curriculum for Excellence: Into the futureEduSkills OECD
Scotland (United Kingdom) pioneered the approach to 21st-century curricula when it first conceived its Curriculum for Excellence (CfE). Rolled out in schools since 2010, CfE aims to provide students with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools in order to understand the design and development of school curricula since 2015, aiming to uncover valuable lessons for other education systems and their own curriculum policies.
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)
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.
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/
Use of PISA in quality improvement polices – Richard Yelland, OECD Head of Po...unicefmne
The document provides information about the Programme for International Student Assessment (PISA), which assesses the skills and knowledge of 15-year-old students around the world. PISA tests students in reading, mathematics, and science every 3 years and surveys students, parents, teachers, and school leaders. It aims to evaluate education systems worldwide and see how well they prepare students for adulthood. The document outlines PISA's methodology, subject areas tested over time, sample questions, and results showing performance differences between countries and genders. It also discusses factors like resources, equity, and resilience that relate to student achievement levels.
This document summarizes a presentation given at the Universidad Internacional Menéndez Pelayo in Santander, Spain on July 7, 2016. The presentation discussed insights from the OECD's School Resources Review, including its purpose, methodology, conceptual framework, and key policy challenges related to the efficient and equitable use of school resources. The review aims to provide policy advice on how to govern, distribute, utilize, and manage resources to achieve educational objectives. It analyzes resource use at the system, sub-system, and school levels across OECD and partner countries.
PISA 2012 Evaluating school systems to improve educationEduSkills OECD
PISA 2012 is the programme’s 5th survey. It assessed the competencies of 15-year-olds in reading, mathematics and science (with a focus on mathematics) in 65 countries and economies.
Around 510 000 students between the ages of 15 years 3 months and 16 years 2 months participated in the assessment, representing about 28 million 15-year-olds globally.
The students took a paper-based test that lasted 2 hours. The tests were a mixture of open-ended and multiple-choice questions that were organised in groups based on a passage setting out a real-life situation. A total of about 390 minutes of test items were covered. Students took different combinations of different tests. They and their school principals also answered questionnaires to provide information about the students' backgrounds, schools and learning experiences and about the broader school system and learning environment.
Similar to Reviews of National Policies for Education - Netherlands 2016 (20)
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
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
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Reviews of National Policies for Education - Netherlands 2016
1. Foundations for the future
Reviews of National Policies for Education
Netherlands 2016
Foundations for the Future
Montserrat Gomendio
Deputy Director, OECD Directorate for Education and Skills
The Netherlands
25 May 2016
2. OECD Education Policy Reviews
• Tailored to the needs of the country
• Scope: wide range of topics
• Goal: effective policy design and implementation
• In-depth analysis strengths and weaknesses based on
– data and information, such as PISA, TALIS, PIAAC and other
comparable statistics and earlier OECD reviews
– national and international research
– review visits to the country
– OECDs extended knowledge base of effective policy reforms
and their implementation
4. Singapore
Hong Kong-China
Chinese Taipei
Korea
Macao-China
Japan Liechtenstein
Switzerland
Netherlands
Estonia Finland
Canada
Poland
Belgium
Germany Viet Nam
Austria Australia
IrelandSlovenia
DenmarkNew Zealand
Czech Republic France
United Kingdom
Iceland
LatviaLuxembourg Norway
Portugal ItalySpain
Russian Fed.Slovak Republic United States
Lithuania SwedenHungary
Croatia
Israel
Greece
Serbia Turkey
Romania
Bulgaria
U.A.E.
Kazakhstan
Thailand
Chile
Malaysia
Mexico
410
420
430
440
450
460
470
480
490
500
510
520
530
540
550
560
570
580
Mean score
High mathematics performance
Low mathematics performance
… Shanghai-China performs above this line (613)
… 12 countries perform below this line
High average
performance
of 15-year-olds in
mathematics
5. High levels of literacy skills among adults
100 150 200 250 300 350 400
Italy
Spain
France
Ireland
Poland
Austria
United States
Germany
Denmark
England/N. Ireland (UK)
Korea
Average
Canada
Slovak Republic
Czech Republic
Russian Federation³
Flanders (Belgium)
Estonia
Norway
Sweden
Australia
Netherlands
Finland
Japan
25th
Mean and .95
confidence interval
for mean
75th 95th5th
Score
6. Socially equitable
distribution of learning
opportunities
High mathematics performance
Low mathematics performance
Equitable system with
above average results
Strong socio-economic
impact on student
performance
Singapore
Hong Kong-ChinaChinese Taipei
Korea
Macao-China
Japan Liechtenstein
Switzerland
Netherlands
Estonia Finland
Canada
Poland
Belgium
Germany Viet Nam
Austria Australia
IrelandSlovenia
DenmarkNew Zealand
Czech Republic France
United Kingdom
Iceland
LatviaLuxembourg Norway
Portugal ItalySpain
Russian Fed.Slovak Republic United States
Lithuania
Sweden
Hungary
Croatia
Israel
Greece
Serbia Turkey
Romania
Bulgaria
U.A.E.
Kazakhstan
Thailand
Chile Malaysia
Mexico
12. High participation rates in ECEC but low intensity
12
0
5
10
15
20
25
30
35
40
45
Average hours in formal care during a usual week for 0-2 year olds in formal childcare and pre-school
15. 15
0
100
200
300
400
500
600
700
800
PRO VMBO-b VMBO-k VMBO-g/t HAVO VWO
PISAscoreinmathematics
Educational tracks
PISA mathematics score distribution, by educational track
The risks of school segregation and inconsistent
selection
16. Fewer excellent students in the Netherlands than
might be expected
Shanghai-China
Singapore
ChineseTaipei
HongKong-China
Korea
Japan
Macao-China
Liechtenstein
Switzerland
Belgium
Poland
Germany
NewZealand
Netherlands
Canada
Australia
Estonia
Finland
Vietnam
Slovenia
OECDaverage
Austria
CzechRepublic
France
SlovakRepublic
UnitedKingdom
Luxembourg
Iceland
UnitedStates
Israel
Ireland
Italy
Hungary
Portugal
Norway
Denmark
Croatia
Sweden
Latvia
RussianFederation
Lithuania
Spain
Turkey
Serbia
Bulgaria
Greece
Romania
UnitedArabEmirates
Thailand
0
5
10
15
20
25
30
Percentage of 15-year-olds who scored level 6 or above on mathematics
on PISA scale
17. Is the Netherlands selecting top graduates in the
teaching force?
230 250 270 290 310 330 350
Italy
Poland
Estonia
United States
Canada
Ireland
Korea
England (UK)
England/N. Ireland (UK)
Denmark
Northern Ireland (UK)
Slovak Republic
France
Australia
Sweden
Czech Republic
Austria
Netherlands
Norway
Germany
Flanders (Belgium)
Finland
Japan
Middle half of the numeracy
skill distribution of tertiary
graduates (16-65 years)
Numeracy skills of teachers
PIAAC test scores (numeracy)
18. Many Dutch primary and secondary teachers tend
to work alone
62
46
43
41
26
17
12
9
37
40
52
24
11
11
6
6
0 10 20 30 40 50 60 70 80 90 100
Discuss individual students
Share resources
Team conference
Collaborate for common standards
Team teaching
Collaborative professional development
Joint activities
Classroom observations
Netherlands Average
Activities undertaken by lower secondary teachers at least once per month, TALIS 2013
22. Strengthen
educational quality
in early childhood
education and care
Reform initial
selection and
subsequent
permeability
Promote and reward
student motivation
and excellence
Strengthen teacher
professionalism
and further develop
the career
structure
Develop a leadership
strategy that promotes
professional
collaboration and a
culture of continuous
improvement
Enhance the
accountability and
capacity of school
boards and
rebalance their
authority
22
GOING FROM
GOOD TO GREAT
23. Strengthen
educational quality
in early childhood
education and care
Reform initial
selection and
subsequent
permeability
Promote and reward
student motivation
and excellence
Strengthen teacher
professionalism
and further develop
the career
structure
Develop a leadership
strategy that promotes
professional
collaboration and a
culture of continuous
improvement
Enhance the
accountability and
capacity of school
boards and
rebalance their
authority
23
GOING FROM
GOOD TO GREAT
24. Strengthen educational quality in early childhood
education and care
• Curriculum framework
• Qualifications and training of ECEC staff
• Integrated approach
25. Strengthen
educational quality
in early childhood
education and care
Reform initial
selection and
subsequent
permeability
Promote and reward
student motivation
and excellence
Strengthen teacher
professionalism
and further develop
the career
structure
Develop a leadership
strategy that promotes
professional
collaboration and a
culture of continuous
improvement
Enhance the
accountability and
capacity of school
boards and
rebalance their
authority
25
GOING FROM
GOOD TO GREAT
26. Reform initial selection and subsequent
permeability
• The extent of early tracking
• National objective test
• Autonomy of secondary schools to select students
• Upward transition
between tracks
• Differentiated
teaching skills
27. Strengthen
educational quality
in early childhood
education and care
Reform initial
selection and
subsequent
permeability
Promote and reward
student motivation
and excellence
Strengthen teacher
professionalism
and further develop
the career
structure
Develop a leadership
strategy that promotes
professional
collaboration and a
culture of continuous
improvement
Enhance the
accountability and
capacity of school
boards and
rebalance their
authority
27
GOING FROM
GOOD TO GREAT
28. Promote and reward student motivation and
excellence
• Teacher capacity to respond to individual learning needs
• Rewards for excellence throughout the system
• Parental involvement
29. Strengthen
educational quality
in early childhood
education and care
Reform initial
selection and
subsequent
permeability
Promote and reward
student motivation
and excellence
Strengthen teacher
professionalism
and further develop
the career
structure
Develop a leadership
strategy that promotes
professional
collaboration and a
culture of continuous
improvement
Enhance the
accountability and
capacity of school
boards and
rebalance their
authority
29
GOING FROM
GOOD TO GREAT
30. Strengthen teacher professionalism and further
develop the career structure
• Initial selection arrangements
• Mandatory induction
• Collaborative working and learning within and across
schools
• Teacher career structure
• Links appraisal to professional and school development
goals
• Differentiated teaching skills
31. Strengthen
educational quality
in early childhood
education and care
Reform initial
selection and
subsequent
permeability
Promote and reward
student motivation
and excellence
Strengthen teacher
professionalism
and further develop
the career
structure
Develop a leadership
strategy that promotes
professional
collaboration and a
culture of continuous
improvement
Enhance the
accountability and
capacity of school
boards and
rebalance their
authority
31
GOING FROM
GOOD TO GREAT
32. Develop a leadership strategy that promotes professional
collaboration and a culture of continuous improvement
• Collaboration among school leaders, teachers and
school boards
• National induction programme for school leaders
• Annual appraisals for all school leaders
• Capacity to conduct school self-evaluations
33. Strengthen
educational quality
in early childhood
education and care
Reform initial
selection and
subsequent
permeability
Promote and reward
student motivation
and excellence
Strengthen teacher
professionalism
and further develop
the career
structure
Develop a leadership
strategy that promotes
professional
collaboration and a
culture of continuous
improvement
Enhance the
accountability and
capacity of school
boards and
rebalance their
authority
33
GOING FROM
GOOD TO GREAT
34. Enhance the accountability and capacity of
school boards and rebalance their authority
• Enhanced transparency
• Strategic leadership capacity of school boards and
professionalism
• Internal supervisory boards
• Balance in authority of school boards, school leaders
and teachers
35. Foundations for the future
Thank you!
Find out more about our work at www.oecd.org
Email: Montserrat.Gomendio@OECD.org
Editor's Notes
This review documents the strengths and challenges of the education system from early childhood up to the end of secondary education, and makes policy recommendations for further improvement.
It is important to take into consideration that there are a number of relevant and complementary reports and evaluations that can feed into the OECD Education Policy Review of the Netherlands:
National evaluations of the system: There have recently or will be several national evaluations of the system, some of which may run simultaneously to the system review.
A number of policy reports by state advisory bodies have been recently published, which will serve as input to analysis of the review.
OECD reports and data: 1) the recent OECD report on Evaluation and Assessment in the Netherlands; 2) outcomes of the Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Survey (PIRLS) and PISA; 3) the Education Policy Outlook, notably the country profile of the Netherlands; and 4) the recent Skills Beyond School Review of the Netherlands.
An OECD team visited the Netherlands in July and September 2015.
For our analysis we also draw from our extended and ever growing knowledge base of effective policy reforms and their implementation - through our country reviews, our advice to Governments, and our accumulated knowledge of the successes and failures of reforms in other countries. Thus, we have a good understanding of what works (or doesn’t) in different contexts.
To start with it is important to note that the Dutch education system is considered to be among the best performing across OECD countries – our review confirmed this!
We identified a number of clear strengths of the system that deserve recognition, are important to maintain and further strengthen where possible.
The Dutch school system is one of the best in the OECD, as measured by PISA and other international assessments like PIRLS and TIMMS:
This chart illustrates the mathematics scale, from below the OECD average, marked in red, to around the OECD average, marked in yellow, to high performance, marked in green.
The cognitive skills of Dutch students are among the highest in the world.
The PISA 2012 results show that among the 65 countries that participated, the Netherlands ranked 10th in mathematics, with an average score of 523, 15th in reading (511) and 14th in science (522) (OECD, 2014b).
At the primary school level, among the 49 countries participating in the 2011 Progress in International Reading Literacy Study (PIRLS), the Netherlands ranked 13th in reading and outscored the international average (500 points) by 46 points. Only nine countries had significantly higher scores.
Only seven countries performed significantly better than the Netherlands in mathematics in the Trends in International Mathematics and Science Study
Also the skills of Dutch adult population, as measured the Survey of Adult Skills (PIAAC), are among the highest in the world:
The share of highly skilled adults in the Netherlands is large, while the share of low performers in low.
The Dutch education system is also equitably compared to many other OECD countries (according to PISA 2012).
In some countries social background has a strong impact on student performance, in other words, where educational opportunities are very unequally distributed, where there is a large gap between winners and losers and where a lot of the potential that children bring with them is wasted. There are other countries, where it matters much less into which social context students are born, where outcomes are socially equitably distributed. In the Netherlands is one of the system where both performance and equity are strong.
In contrast to more “comprehensive” systems such as those of Scandinavian countries, US and UK students are “tracked” from around the age of 12. The number of separate tracks is large, even when compared with other countries that track early.
One major argument held by critics, that early tracking has a negative impact on equity, is however difficult to sustain in the case of the Netherlands, for a number of reasons. See next slide.
A strong vocational system plays a key role in minimizing negative effects of extensive stratification
In some countries, vocational education and training involves poor quality, inadequately resourced schools, and weak connections to the labour market. These quality problems mean that those tracked into vocational education and training are more likely to have poor education and career outcomes. Under such circumstances, the overall impact of initial tracking is very bad for equity.
In the Netherlands the upper secondary vocational education (MBO) schools are well-resourced and perform well, with strong links to the labour market that are mediated through extensive work based learning.
At the top of the vocational system there is good access to tertiary education in the universities of applied science.
School to work transition is also smoother in the Netherlands than in most other countries with a low NEET rate.
Good equity results in spite of early tracking are also minimized through:
Putting the resources where they are most needed: school financing supports disadvantaged students.
Historically, schools have maintained two important mechanisms to moderate early tracking: “bridge classes” and “scaffolding” diplomas.
The educational system is also underpinned by a high level of decentralisation, which is balanced by a relatively well-functioning accountability system that includes a national examination and a strong Inspectorate of Education.
Experimentation and innovation are at the core of education in the Netherlands, sustained by highest school autonomy in the world.
Strong stakeholder intermediate institutions inform a lively research and policy debate.
A competent education workforce:
In addition, although there are clear areas for further improvement, the quality and dedication of teachers is one of the key reasons for the success of the Dutch school system
However, some challenges remain, and the Netherlands aspires to greater excellence
There has been a decline in performance since PISA 2003.
The PISA mathematics test score of the Netherlands fell by 1.6 points a year between 2003 and 2012, a decline shared across educational tracks and one of the largest declines among all participant countries. At the primary level, PIRLS and TIMSS data show more stable results in all domains since 2003. But the average scores are significantly lower than the high levels initially obtained in 1995 for mathematics and in 2001 for reading.
Also, the percentage of high performers has decreased during the same period: from 25% in 2003 to 19% in 2012.
The drop has been largest for the girls.
Percentage of low-performing students in mathematics remained stable between 2003 and 2012
This suggest that the drop in performance is mainly due to weakening performance of the strongest students.
On average across OECD countries, 74% of three-year-olds attended ECEC in 2013. In the Netherlands, participation rates in ECEC are above the OECD average, with 83% of three-year-olds attending ECEC
High participation rates and a strong focus on early intervention programmes for vulnerable groups reflect the effort that has been made in the Netherlands to improve access and provide quality early childhood education and care (ECEC).
However participation in terms of average hours per week is low compared to many other OECD countries
Many women work part-time:
Childcare for very young children is often provided by the family, and mothers in particular.
Although female labour force participation is high (at around 80%), more than three quarters of women workers are part-time, which, together with Switzerland, is the highest among OECD countries.
The part-time choice of work is heavily gender biased.
This may reflect a strong cultural preference for family childcare, and potentially concerns about the quality or affordability of available day care.
PISA suggests that Dutch children have not benefitted from participation in ECEC as their peers in other OECD countries:
The benefits of pre-primary school attendance in terms of cognitive outcomes as measured by PISA are lower than in many other OECD countries with similar participation rates (Denmark, France, Germany)
Recent national studies, based on longitudinal data, confirm there is reason to be concerned about the quality of general ECEC provision in the Netherlands.
High quality is crucial for ECEC to have beneficial impacts for ALL children.
Possible explanation for the educational quality:
There is no national ECEC curriculum
Staff qualifications are variable and low on average
Organization of provision is fragmented.
Also, the participation in ECEC is biased. About 40% of children under three from the lowest income group (20th percentile) attend no form of ECEC provision, compared with 8% for the highest income group.
Ensuring consistently high standards across schools is a formidable challenge for any school system.
In the NL there is considerable differences in student performance between schools – as is there considerable variance in student performance within educational tracks.
Differences in student performance between schools are a direct consequence of stratification of the school system.
Children in vocational tracks are offered different curricula than students in HAVO or VWO and are selected based on student differences i.e. their cognitive skills - currently captured in the school advice.
But PISA 2012 suggests there also is a considerable difference in performance of schools within tracks:
PISA for example shows considerable differences between VMBO schools
About 20% of the total variance at the track level can be attributed to differences in performance between schools
Performance differences are highest in the pre-vocational education (VMBO-g/t) tracks at 26%. This applies for all three PISA domains: literacy, numeracy and problem solving
We know there has been a lot of media attention for the growing inequality in educational opportunities following the launch of the yearly Inspectorate of Education Report, The State of Education in The Netherlands 2014/15. The report shows the growing inequality in educational opportunities.
Disadvantaged students are more likely to go to lower/vocational education tracks that their more advantaged peers with similar cognitive skills as measured by the end of primary test(s).
This is likely to be perpetuated by the recent policy changes that gave greater emphasis to teacher’s recommendation for the placement of students in secondary education.
Our analysis points in the same direction:
The rationale for tracking assumes that students with a certain level of cognitive skills will be best served in an educational programme that sufficiently motivates and challenges them in their learning.
However, a considerable proportion of students are finding themselves in educational programmes that do not necessarily match their cognitive skills.
PISA also shows large performance differences within tracks, and performance overlaps across tracks
In any one track a large group of students in the Netherlands has the same cognitive skills as in the “next” track, despite having been placed in different tracks. This, for example, means that many of the best HAVO students are performing as well as many VWO students.
The process of selection of students into tracks (inequity in track placement) as well as quality differences between schools are likely to play a role in this.
The process of selection is suboptimal for 3 reasons:
1) The results of the end of primary test have never been strictly linked to primary school advice;
2) Secondary schools in turn have extensive autonomy to perform their own selection with additional criteria for student placement; and
3) Recent emphasis on teacher assessments risks both bias and inconsistency as also highlighted in the recently released State of Education report by the Dutch Inspectorate.
There are also growing concerns about the low proportion of top-performers / excellent students
The Netherlands has more top-performers than most of Europe, but is still behind some Asian countries
National studies suggest that some of the most promising students are not reaching their full potential-one quarter and one third of the excellent students at the end of primary education do not manage to obtain a degree at the higher track level within the foreseen time.
Relatively low numeracy test scores of teachers compared to other tertiary graduates
Good quality teaching requires high level recruits.
There is a lot of variation between countries in their ability to attract best students into teaching profession and their abilities to develop existing teaching force. Japanese graduates are highly skilled, and teachers even more so. The same is true for Finland.
Dutch graduates in generally are highly skilled, but Dutch teachers feature rather at the lower end of the skill distribution, suggesting that the Netherlands recruits teachers from the different skill pool than Finland or Japan.
On the latter the Netherlands has made entry the teaching profession more selective in recent years – which is to be applauded considering the presented data.
However, while making entry into teacher education increasingly selective is desirable, it needs to be blended with market realism to ensure an adequate number of recruits. It also needs to be based on a wider range of selection criteria, including non-cognitive competencies, to better reflect the complex nature of teaching.
In addition, the Netherlands stands out in the low proportion of teachers receiving induction and mentoring support, many teachers are also found to have weak skills for differentiating their teaching, and many lessons in secondary schools are still taught by unqualified teachers.
Furthermore, many Dutch teachers do not work and learn collectively
Though better developed in upper secondary vocational education schools, many Dutch primary and secondary teachers tend to work alone.
In TALIS 2013, for example, only 11% of secondary teachers in the Netherlands reported participating in collective professional development at least once per month (TALIS average of 17%).
These findings stand at odds with the Netherlands’ ambitions for developing their schools as learning organisations.
In the highly decentralised Dutch school system, school leadership is vital but has received relatively policy attention to date.
Recent initiatives to strengthen school leaders’ capacity are insufficient while the quality of school leaders is found to be variable.
The role of the school boards is under active discussion in the Netherlands.
School boards in the Netherlands enjoy extensive autonomy in various areas and have become increasingly responsible for guaranteeing the quality of education.
But unlike many other countries, school boards in the Netherlands are not subject to the kind of democratic accountability faced by their counterparts. This means that other accountability measures are particularly critical. School boards, which vary enormously in scale, sometimes also face significant capacity challenges.
Accountability mechanisms are weak
Brief presentation of 6 principles of change.
By setting standards, a curriculum promotes quality and consistency in provision, objectives that are particularly important in the Dutch context where ECEC provision is fragmented and general ECEC is of average to low process quality. An integrated approach to national curriculum development is needed, but should be adapted to local needs in partnership with staff and families.
The Netherlands should invest in raising the qualification levels of staff. To achieve this, the level of initial and continuous education and training programmes need to be raised and their content strongly focussed on ECEC. Harmonisation of the numerous programmes that give access to ECEC will be needed.
Three concrete steps would facilitate the establishment of an integrated approach: 1) introduce a national ECEC curriculum to help raise and equalise the process quality of ECEC; 2) consolidate the governance, financing and monitoring of ECEC under one single ministry to improve coherency and follow the examples of many other OECD countries; 3) incentivise local innovations, including public-private partnerships, to work towards more integrated ECEC provision.
The Dutch system of early tracking faces growing challenges:
Initial selection into tracks is far too variable
It is becoming increasingly difficult to achieve track promotion, meaning that the scope to correct misallocations is falling.
There are large overlaps in the cognitive skills of students in different tracks.
Large differences in student performance between schools
It could be argued that these issues illustrate the intrinsic flaws of early tracking and that the system requires reforms to reduce tracking in favour of a more comprehensive education.
While recognising the logic of this argument, radical wholesale change may be difficult as the Dutch education system achieves good results overall. The recommendation changes are therefore of a more incremental nature.
An objective track decision requires a single national end of primary test, which could be extended to examine a broader range of competences than at present.
Nationally set objective standards on the required scores for each track level should be established and should determine entry to different tracks.
Local discretion by primary teachers and the receiving secondary schools create both inconsistency and bias and should be removed from the decision. The transparency of such a system would be fair to all students. So, schools should have limited freedom in introducing their own selection criteria after the initial selection.
Upward transition/promotion between tracks to be facilitated by:
Alignment of curricula and learning goals of different tracks
Promoting larger secondary schools through financial incentives
Strengthening differentiated teaching
To foster student motivation, teachers need to be able to respond to the different learning needs of all students, including higher performers or those with the potential to be a high performer. Providing students with a challenging and stimulating learning environment that fosters excellence calls for a flexible and relevant curriculum, which requires a solid understanding of the differences between students in the classroom.
In the current system, suboptimal performance can be penalised by grade repetition and down-streaming, while excellence is not sufficiently rewarded. More opportunities could be given to (potentially) strong performing students in each track to pursue promotion to higher tracks and/or follow subjects at a higher level. Entry into higher education could also be more competitive. Many higher education institutions are introducing additional selection criteria for their most popular programmes in the Netherlands, which increases competition between the applicants.
PISA shows that parents’ expectations are strongly and positively associated with positive dispositions towards learning and student performance. The evidence suggests that Dutch parents, especially those from a low and average socio-economic background, should do more to support their children in their learning. In addition, schools should take a more pro-active role in strengthening the partnership between parents and the larger school community.
Balance increased selectiveness with market realism to ensure an adequate supply of qualified teachers, and base selection on a wide range of criteria
Promote collaborative professionalism within and across schools, starting with mandatory induction and strong collaborations between teacher education institutions and schools
A strengthened career structure and appraisal system would underpin teacher professionalism
Ensure salaries are sufficiently attractive to draw highly qualified individuals into the profession
Put increased and sustained emphasis on differentiated teaching skills throughout initial training and subsequent professional development.
The leadership strategy needs to be systematic
Various initiatives have sought to strengthen school leadership in the Netherlands. But these need to be more systematic and more ambitious. The Netherlands should therefore develop a leadership strategy that includes:
Promotion of collaboration among school leaders, teachers and school boards and the linked development of a culture of continuous improvement. This should fit MoECS ambitions of transforming all schools into a learning organisation.
MoECS should consider establishing a mandatory national induction programme for school leaders, guaranteeing the quality of the induction and mentoring support.
School boards should ensure annual appraisals for all school leaders – not as a bureaucratic exercise but as a practical and relevant means of facilitating professional development. Adequate training should be provided to school board members for conducting appraisals and personal development planning that is aligned to school goals.
The Netherlands should continue building the capacity of school leaders and leadership teams to conduct school self-evaluations.
School leaders should have the capacity to: promote collaboration within and beyond the school and actively take part; establish strategic partnerships (with schools, teacher education institutions, businesses, etc.); use data and promote the use of data; and foster self-evaluation in a learning culture geared towards continuous improvement.
Accountability mechanisms need to be strengthened
A lack of democratic accountability (for example when school systems are no longer run by locally elected individuals) needs to be balanced by more robust and transparent accountability arrangements. The annual reports of school boards should all be available online and should fully document how resources are used and to what end. Where funds are provided by central government for specific purposes, the reports should explain whether those resources have been used for those purposes, and if not provide a justification. These justifications, and indeed all operations of school boards, should be open to meaningful challenge by the Inspectorate and the internal supervisory council.
The capacity of school boards and internal supervisory boards needs improvement
The professionalisation of school boards and internal supervisors has rightly received increasing policy attention. Efforts should focus on enhancing capacity, and peer-learning opportunities among board members and internal supervisors across the Netherlands should be pursued. Competence requirements for school board members should be developed (building on initiatives at the secondary level), and regular appraisals for board members should be a requirement.
Rebalance the authority of school boards, school leaders and teachers at local and national levels
It would make sense for school leaders to be co-signatories of the school boards’ reports, and also be meaningfully involved in report drafting. School leaders could be given more responsibility for the quality of education. At the national level, school leaders could be given a stronger voice, as has been seen with the inclusion of representative organisations of school leaders (General School Leaders Association, AVS, and Network for School leaders, NVS) and teachers in future sector agreements.