The OECD, an international organization promoting better policies for improved lives, focuses on enhancing education systems through comprehensive analysis and stakeholder engagement. Key priorities include addressing significant challenges in early childhood education, school outcomes, and vocational training, with a goal to align education with labor market needs. The organization provides timely policy advice and fosters collaboration among experts to drive reforms and improve educational equity and quality.

1. OECD and Education
Deborah Roseveare
Head, Education and Training Policy Division
Directorate for Education
28th April, 2011

2. What is the OECD?
International organisation with 34 member countries
(and the European Union)
Established 50 years ago – Turkey a founding member
Mission to promote better policies for better lives

3. How does OECD work?
engage governments and also a wide range of stakeholders
compare policy experiences across countries and draw
together lessons and policy options for countries
link together policies across different sectors to achieve better
outcomes
economics taxation development
health trade
migration environment investment
competition
governance entrepreneurship agriculture
corruption
innovation insurance pensions
social policy
investment
3

4. Education
policy analysis
Education is an investment in the future. Our work on education aims to
make that investment strong, effective and fair
OECD Directorate for Education focuses on key challenges facing
education systems today

5. Topics OECD Education covers
Early Childhood Schooling
Education
and Care
Transitions
Innovation beyond
and Knowledge
Management
LifeLong Initial Education
Learning Higher
Education
Equity
and Equality
of Opportunity
Outcomes,
Benefits Adult
and Returns Learning

6. Education and Training Policy
Research findings Lessons from
Policy analysis international
and data
experience
Timely, relevant, constructive
policy advice to countries
On one topic On one country
across countries One topic across several topics
for one country

7. Constant learning cycle
Subject experience
International experience
Tacit knowledge
Expertise in
 policy analysis
 working with stakeholders
 building capacity
 making reform happen
Networks
 research community
 policy experts
 officials
 stakeholders

8. Some recent ETP reviews

9. Current ETP reviews
Encouraging quality in ECEC
Overcoming school failure: policies that work
Assessment and Evaluation Frameworks for Improving
School Outcomes
Improving outcomes in lower secondary school in Norway
Transitions for Students with Disabilities beyond Secondary
School
Investing in youth in emerging economies
Skills beyond School

10. Common policy challenges
Skills beyond School
How can institutional frameworks, funding and governance arrangements
be designed to encourage:
– optimal balance between post-secondary VET and academic
programmes?
– providers to respond to labour market needs?
– innovation and efficient provision of programmes?
How to manage costs of post-secondary VET
(private and public)?
How to strengthen quality assurance
– to drive improvement?
– to increase accountability?
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11. Common policy challenges
Skills beyond School
How well do programmes correspond to labour market needs?
– Do they broadly match job openings?
– Do they lead to better labour market outcomes?
– Do they provide technical, generic, soft skills that
• employers currently want
• are transferable though working life
• underpin lifelong learning
How to make providers more responsive to labour market needs?
How to strengthen “job-readiness” skills?
How to most effectively engage employers, trade unions and other
stakeholders in postsecondary VET?
How to collect, interpret and use data on labour market outcomes effectively?
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12. Common policy challenges
Skills beyond School
Which tools are best for sideways and upwards mobility through post-
secondary education?
– Qualifications frameworks
– Credit transfer arrangements
– Recognition of prior learning
How to raise completion rates?
– Tighter and/or tougher student entry requirements?
– Stricter quality control of programmes offered?
– Better orientation and guidance?
– More effective student support?
– Better student preparation?
– Rebalancing funding across providers and students?
– Improve flexibility and mobility through system?
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13. Thank you!
www.oecd.org/edu
www.oecd.org/edu/pointers
www.oecd.org/edu/earlychildhood
www.oecd.org/edu/evaluationpolicy
www.oecd.org/edu/equity
www.oecd.org/edu/learningforjobs
www.oecd.org/education/vet