In 2020, 1.5 billion students in 188 countries/economies were locked out of their schools.
Students everywhere have been faced with schools that are open one day and closed the next, causing massive disruption to their learning.
With the coronavirus (COVID-19) pandemic still raging, many education systems are still struggling, and the situation is constantly evolving.
The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and collecting data on how each system is responding to the crisis, from school closures and remote learning, to teacher vaccination and gradual returns to in-class instruction.
Andreas Schleicher, OECD Director for Education and Skills, presents the findings of the survey of around 30 different education systems and their responses to the pandemic, looking at how strategies varied across countries, whether or not certain strategies were favoured, and what the impact of these strategies was.
Read the report: https://www.oecd.org/education/state-of-school-education-one-year-into-COVID.htm
Measuring COVID-19’s impact on vocational education and trainingEduSkills OECD
Widespread school closures made headlines across the world during the pandemic, with over 1 billion of students experiencing disruptions to their schooling. The vocational education and training (VET) sector has faced particular challenges during the crisis, most notably the fact that the digital learning environments that most education institutions had to rely on during closures don’t work as well for practice-oriented learning – a core component of VET instruction – as they do for academic learning.
The OECD has collected comparative statistics and policy information across a number of education systems to track developments throughout the pandemic, including the impact on the vocational education and training sector. Andreas Schleicher the results of this analysis and where the VET sector finds itself in these difficult times.
Measuring COVID-19’s impact on vocational education and trainingEduSkills OECD
Widespread school closures made headlines across the world during the pandemic, with over 1 billion of students experiencing disruptions to their schooling. The vocational education and training (VET) sector has faced particular challenges during the crisis, most notably the fact that the digital learning environments that most education institutions had to rely on during closures don’t work as well for practice-oriented learning – a core component of VET instruction – as they do for academic learning.
The OECD has collected comparative statistics and policy information across a number of education systems to track developments throughout the pandemic, including the impact on the vocational education and training sector. Andreas Schleicher the results of this analysis and where the VET sector finds itself in these difficult times.
Higher education during COVID-19: What lessons can we draw?EduSkills OECD
The higher education experience was markedly different than usual for those enrolling during the pandemic.
Higher education institutions of all kinds found their instructional methods profoundly disrupted by the closure of their physical campuses, and the crisis exposed the urgent need for policy makers and institutional leaders to adjust their established educational and policy models.
The OECD has collected comparative statistics across a number of education systems to track developments throughout the pandemic, including the impact on the higher education sector.
Andreas Schleicher presents the results of this data collection and outlines what it means for the future of higher education.
National Education Policy (NEP) has been approved by the Cabinet has been presented by Union Ministers "Prakash Javadekar" and "Ramesh Pokhriyal Nishank" in the cabinet briefing.A (5+3+3+4) curricular and pedagogical structure had been proposed based on the cognitive-developmental stages of the children rather than their age. This further divides the K12 years into Foundational Stage (age 3-8 yrs): 3 years of pre-primary plus Grades 1-2, Preparatory Stage (8-11 years): Grades 3-5, Middle Stage (11-14 years): Grades 6-8 and Secondary Stage (14-18 years): Grades 9-12. The NEP also aims to create a new highest regulating body, the Rashtriya Shiksha Aayog or National Education Commission, that would be headed by the Prime Minister of India.
Some examples of how the pandemic is affecting education and ways forwardWeb2Learn
An overview of impact of coronavirus pandemic on education and educators' roles and skills. Presentation given at the webinar " Challenges for Higher Education in the era of Covid19 and the next day", organised by Prof. Konstantinos Petrides, Hellenic Mediterranean University, May 4. Recording of complete webinar available at: http://petridischania.hmu.gr/webinar/
Keynote presentation by Professor Kathryn Moyle for the International Conference on Teacher Training and Education held in Solo, Indonesia on 5-6 November 2015. This presentation outlines the current global context for higher education in 2015, as a basis for examining the key trends in teacher education in the first decades of the 21st century. The purpose of this paper is to outline the current global contexts for higher education, and to provide an overview of the policies found in teacher education in those countries that consistently produce students who perform highly on international standardized tests such as PISA, TIMSS and PIRLS.
Presentation done concerning educational reform in areas of the curriculum. Based in T&T. Deals with reform within ECCE, Primary, Secondary and Tertiary Educational Sectors.
The role of Education in an interconnected world webinar - Andreas Schleiche...EduSkills OECD
Andreas Schleicher presents Why is Global Competence so Important? at the OECD Webinar - The role of Education in an interconnected world. https://oecdedutoday.com/oecd-education-webinars/ on 9 March 2023. In this webinar a panel including teachers and experts discussed the importance of global competences and kick off the next Global Teaching InSights initiative, where teachers share best practices.
Equity and Inclusion in Education PPT Webinar 7 February 2023 Andreas SchleicherEduSkills OECD
Andreas Schleicher presents findings from Equity and Inclusion in Education: Finding Strength through Diversity at a webinar of the same name on 7 February 2023.
At the webinar OECD analysts and country experts outlined how education systems can cater to students from different background with varied needs. It follows the release of a report by OECD’s Strength in Diversity project that highlights six key steps to reforming education systems to help all students achieve their potential.
If you are a policy maker, teacher or are interested in learning more about how to respond to the challenges, please check out the webinar recording at https://oecdedutoday.com/oecd-education-webinars/
You can find the report at https://www.oecd-ilibrary.org/education/equity-and-inclusion-in-education_e9072e21-en
You can also check out our blog space https://oecdedutoday.com/equity-and-inclusion-in-education/ which contains the six key steps plus more context for the report Equity and Inclusion in Education: Finding Strength through Diversity
Were socio-economically advantaged students better equipped to deal with lear...EduSkills OECD
According to data from the Programme for International Student Assessment (PISA), most students in 2018 responded that they believe in their ability to get through a difficult situation and are motivated to learn as much as possible.
But socio-economically disadvantaged students exhibit less of these beliefs and dispositions.
This may have serious implications for the unequal distribution of learning losses during the pandemic, meaning that poorer students may have been left behind to an even greater degree than we thought.
Andreas Schleicher, OECD Director for Education and Skills, presents a new analysis of PISA 2018 data and discusses what it can tell us about how prepared students across the world were for the hardships of learning during the COVID-19 crisis.
Higher education during COVID-19: What lessons can we draw?EduSkills OECD
The higher education experience was markedly different than usual for those enrolling during the pandemic.
Higher education institutions of all kinds found their instructional methods profoundly disrupted by the closure of their physical campuses, and the crisis exposed the urgent need for policy makers and institutional leaders to adjust their established educational and policy models.
The OECD has collected comparative statistics across a number of education systems to track developments throughout the pandemic, including the impact on the higher education sector.
Andreas Schleicher presents the results of this data collection and outlines what it means for the future of higher education.
National Education Policy (NEP) has been approved by the Cabinet has been presented by Union Ministers "Prakash Javadekar" and "Ramesh Pokhriyal Nishank" in the cabinet briefing.A (5+3+3+4) curricular and pedagogical structure had been proposed based on the cognitive-developmental stages of the children rather than their age. This further divides the K12 years into Foundational Stage (age 3-8 yrs): 3 years of pre-primary plus Grades 1-2, Preparatory Stage (8-11 years): Grades 3-5, Middle Stage (11-14 years): Grades 6-8 and Secondary Stage (14-18 years): Grades 9-12. The NEP also aims to create a new highest regulating body, the Rashtriya Shiksha Aayog or National Education Commission, that would be headed by the Prime Minister of India.
Some examples of how the pandemic is affecting education and ways forwardWeb2Learn
An overview of impact of coronavirus pandemic on education and educators' roles and skills. Presentation given at the webinar " Challenges for Higher Education in the era of Covid19 and the next day", organised by Prof. Konstantinos Petrides, Hellenic Mediterranean University, May 4. Recording of complete webinar available at: http://petridischania.hmu.gr/webinar/
Keynote presentation by Professor Kathryn Moyle for the International Conference on Teacher Training and Education held in Solo, Indonesia on 5-6 November 2015. This presentation outlines the current global context for higher education in 2015, as a basis for examining the key trends in teacher education in the first decades of the 21st century. The purpose of this paper is to outline the current global contexts for higher education, and to provide an overview of the policies found in teacher education in those countries that consistently produce students who perform highly on international standardized tests such as PISA, TIMSS and PIRLS.
Presentation done concerning educational reform in areas of the curriculum. Based in T&T. Deals with reform within ECCE, Primary, Secondary and Tertiary Educational Sectors.
The role of Education in an interconnected world webinar - Andreas Schleiche...EduSkills OECD
Andreas Schleicher presents Why is Global Competence so Important? at the OECD Webinar - The role of Education in an interconnected world. https://oecdedutoday.com/oecd-education-webinars/ on 9 March 2023. In this webinar a panel including teachers and experts discussed the importance of global competences and kick off the next Global Teaching InSights initiative, where teachers share best practices.
Equity and Inclusion in Education PPT Webinar 7 February 2023 Andreas SchleicherEduSkills OECD
Andreas Schleicher presents findings from Equity and Inclusion in Education: Finding Strength through Diversity at a webinar of the same name on 7 February 2023.
At the webinar OECD analysts and country experts outlined how education systems can cater to students from different background with varied needs. It follows the release of a report by OECD’s Strength in Diversity project that highlights six key steps to reforming education systems to help all students achieve their potential.
If you are a policy maker, teacher or are interested in learning more about how to respond to the challenges, please check out the webinar recording at https://oecdedutoday.com/oecd-education-webinars/
You can find the report at https://www.oecd-ilibrary.org/education/equity-and-inclusion-in-education_e9072e21-en
You can also check out our blog space https://oecdedutoday.com/equity-and-inclusion-in-education/ which contains the six key steps plus more context for the report Equity and Inclusion in Education: Finding Strength through Diversity
Were socio-economically advantaged students better equipped to deal with lear...EduSkills OECD
According to data from the Programme for International Student Assessment (PISA), most students in 2018 responded that they believe in their ability to get through a difficult situation and are motivated to learn as much as possible.
But socio-economically disadvantaged students exhibit less of these beliefs and dispositions.
This may have serious implications for the unequal distribution of learning losses during the pandemic, meaning that poorer students may have been left behind to an even greater degree than we thought.
Andreas Schleicher, OECD Director for Education and Skills, presents a new analysis of PISA 2018 data and discusses what it can tell us about how prepared students across the world were for the hardships of learning during the COVID-19 crisis.
Two years into the pandemic: How education systems have coped with the second...EduSkills OECD
Two years into the pandemic: How education systems have coped with the second year of COVID
The COVID-19 pandemic has caused massive disruptions to the learning of students at all levels of education. Although the availability of vaccines has improved the situation in most OECD countries, the school year 2021/22 was still marked by – sometimes severe – restriction to regular teaching and learning activities.
The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and is collecting data on how each education system is responding to the crisis, from school closures and remote learning to remedial measures. The latest round of data collection covers the impact of COVID-19 during the school year 2021/22 and the recovery policies implemented by countries during this period.
This presentation show the findings from a survey of more than 30 OECD education systems.
Lessons for Education from COVID: A policy maker's handbook for more resilien...EduSkills OECD
The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move.
When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo.
Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal.
This Handbook provides practical guidance to support them to do just that.
It presents the current state-of-play in over 40 education systems, and efforts to improve pedagogical practices in the midst of the pandemic.
It proposes three key lessons and related policy pointers for the current academic term and beyond.
Drawing on concrete examples of COVID-19 policy responses from primary to tertiary, as well as impactful pre-crisis policies, it addresses the policy areas of flexible learning, educator skills, and student equity.
The Handbook has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy.
As such, it benefits from a decade of policy analysis, outcomes from the Education Policy Reform Dialogues 2020, and the development of an actionable Framework for Responsiveness and Resilience in education.
Tackling Early Leaving from Education and Training in Europe: Strategies, Pol...FLE Liberdade de Educação
European Commission/EACEA/Eurydice/Cedefop, 2014. Tackling Early Leaving from Education
and Training in Europe: Strategies, Policies and Measures. Eurydice and Cedefop Report.
Luxembourg: Publications Office of the European Union.
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.
Financing Schools in Europe: Mechanisms, Methods and Criteria in Public FundingFLE Liberdade de Educação
This report provides a framework for understanding the structure of funding systems of primary and general secondary education by delivering an analysis of authority levels involved and the methods and criteria used for determining the level of resources for financing school education. It covers 27 of the 28 EU Member States as well as Iceland, Liechtenstein, Norway and Turkey
Education at a Glance 2020 - United States launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the United States, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance 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 across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
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
AI & cheating on high-stakes exams in upper secondary - Introduction by Shivi...EduSkills OECD
Shivi Chandra, Analyst at the OECD, presents slides to set the scene at the OECD Education Directorates Webinar 'AI and cheating in education: How can we safeguard the integrity of exams?' on 17 April 2024
Advancing Gender Equality The Crucial Role of Science and Technology 4 April ...EduSkills OECD
Eric Charbonnier, Analyst in the Innovation and Measuring Progress Division, OECD presents at the webinar 'Advancing Gender Equality: The Crucial Role of Science and Technology' on 4 April 2024.
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...EduSkills OECD
Camilla Stronati, Junior Policy Analyst, Transitions in Upper Secondary Education project, Directorate for Education and Skills, OECD, presents at the webinar 'The art of balancing curricular choice in upper secondary education' on 29 February 2024
Andreas Schleicher - 20 Feb 2024 - How pop music, podcasts, and Tik Tok are i...EduSkills OECD
Andreas Schleicher presentation at the OECD webinar 'Lights, Camera, Fluency: How pop music, podcasts, and Tik Tok are impacting English language learning' on 20 February 2024 which launched the OECD report 'How 15-Year-Olds Learn English: Case Studies from Finland, Greece, Israel, the Netherlands and Portugal'
Andreas Schleicher - Making learning resilient in a changing climate - 8 Febr...EduSkills OECD
Andreas Schleicher presents at the OECD webinar 'Making learning resilient in a changing climate ' on 8 February 2024. The discussion was based on the OECD Skills Outlook 2023 publication, ‘Skills for a Resilient Green and Digital Transition’.
Jordan Hill - Presentation of Engaging with education research- With a little...EduSkills OECD
Jordan Hill from the OECD Strengthening the Impact of Education Research project presents at the OECD webinar 'Engaging with education research- With a little help from the system' on 26 January 2024.
RETHINKING ASSESSMENT OF SOCIAL AND EMOTIONAL SKILLS by Adriano Linzarini OEC...EduSkills OECD
Adriano Linzarini (Lead Analyst, Rethinking Assessment of Social and Emotional Skills project, OECD) presents at the OECD webinar 'Social and Emotional Learning – does it make a difference in children’s lives?' on 17 January 2024
Moving up into upper secondary by Hannah Kitchen - OECD Education Webinar 23N...EduSkills OECD
Hannah Kitchen, Project Leader of Above and Beyond: Transitions in Upper Secondary Project at the OECD presents at the webinar Moving up into upper secondary on the 23 November 2023
Ana Carrero -European year of skills – EU updateEduSkills OECD
Ana Carrero, Deputy Head of Unit, DG EMPL, European Commission, presents European year of skills – EU update at the webinar Charting the Future of Vocational Education and Training: Insights and Strategies for Tomorrow’s Workforce on 26 October 2023
Building Future Ready VET systems - EU OECD webinar, 26 October 2023 - Malgor...EduSkills OECD
Malgorzata Kuczera (OECD) presents Building Future Ready VET systems on 26 October 2023 at the webinar Charting the Future of Vocational Education and Training: Insights and Strategies for Tomorrow’s Workforce
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
3. Number of instruction days where schools were fully closed in 2020
(excluding school holidays, public holidays and weekends)
1. Most typical number of instruction days
2. Minimum number of instruction days.
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Figure 1.2
4. Quality of learning outcomes and instructional days lost
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE] [CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELL…
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
Belgium
Russian Federation
Turkey
R² = 0.5411
0
20
40
60
80
100
120
140
160
180
200
400 420 440 460 480 500 520 540
Number
of
instruction
days
where
upper
secondary
schools
were
fully
closed
in
2020
PISA 2018 performance in reading
(remains 0.31
after accounting
for GDP/capita)
5. Quality of learning outcomes and instructional days lost
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE] [CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELL…
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
Belgium
Russian Federation
Turkey
R² = 0.5411
0
20
40
60
80
100
120
140
160
180
200
400 420 440 460 480 500 520 540
Number
of
instruction
days
where
upper
secondary
schools
were
fully
closed
in
2020
PISA 2018 performance in reading
Size of bubbles represents
number of COVID-19 cases per
million inhabitants in 2020
(remains 0.31
after accounting
for GDP/capita)
7. Status of school opening (as of 1 February 2021)
1. School were closed as of 1st February in some sub-national regions in these countries/economies due to regular school calendar.
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021 Figure 1.1
9. Adjustments to school calendar and curriculum (primary education)
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Figure 1.4
10. Steps taken to assess learning losses as a result of COVID related school closures
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Number of
countries
Countries
Students were assessed in a standardized way (at the
sub-national or national level)
7
DEU,DNK,EST,FRA,ITA,
NLD,NOR
There is no plan to assess students in a standardized
way
10
CHL,ESP,FIN,HUN,KOR,NOR,
NZL,RUS,SVK,SWE
Students were not yet assessed but there is a plan to
assess them in a standardized way
9
AUT,BFL,COL,GBR,ISR,
JPN,LTU,NLD,TUR
Students were assessed at the classroom level
(formative assessment by teachers)
19
AUT,BFL,BFR,CHE,CHL,CRI,
CZE,DNK,ESP,EST,FRA,ISR,JPN,LTU,LV
A,NLD,NOR,PRT,RUS
Table 4.2
Primary education
12. Distance-learning solutions offered during 2020 and/or 2021
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Figure 2.1
0
10
20
30
40
50
60
70
80
90
100
Online platforms Take-home
packages
Television Mobile phones Radio Other distance
learning modality
% of countries/economies
Primary Lower secondary Upper secondary, general
34% of countries used 3 or fewer instruments
56% of countries used 4 or 5 instruments
19% used all instruments
14. Measures targeting populations at risk of exclusion from distance education platforms
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
0 10 20 30 40 50 60 70 80 90
Design of learning materials for speakers of minority languages
Special efforts to make online learning more accessible to migrant and
displaced children, including those in camps
Additional support to lower-income households, including economic
support (i.e. take-home rations, cash based transfers)
Agreements with Global System for Mobile Communications (GSM)
operators/Internet firms to remove the internet access barrier
Improved access to infrastructure for learners in urban high-density
areas
Support to learners with disabilities (e.g. sign language in online
learning programmes)
Improved access to infrastructure for learners in remote areas
Flexible and self-paced platforms (Asynchronous learning platforms)
Subsidized devices for access (PCs or/and tablets)
% of countries
Upper secondary, general Lower secondary Primary
Figure 2.2
Well prepared
Local initiative
16. Strategies for the re-opening of primary schools after the first period of closures
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Figure 3.1
18. Measures for the prioritisation of teachers’ vaccination, at the pre-primary to upper
secondary levels (as of March 2021)
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Countries with national measures prioritising
teachers’ vaccination
Countries where teachers are subject to the same
vaccination schedule as the general population,
or where teachers’ vaccination schedule has not been
defined yet
Number of
countries
List of countries Number of countries List of countries
19
Austria, Chile, Colombia, the
Czech Republic, Estonia,
Germany, Hungary, Ireland,
Israel, Italy, Latvia, Lithuania,
Poland, Portugal, the Russian
Federation, the Slovak
Republic, Slovenia, Spain and
Turkey
11
Belgium, Costa Rica, Denmark,
England, Finland, France, Japan,
the Netherlands, Norway,
Sweden and Switzerland
Table 3.1
19. Percentage of countries reporting that the following criteria were used to prioritise
vaccination among teachers (pre-primary to upper-secondary levels)
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Figure 3.2
21. Strategies to address learning gaps when upper secondary general schools
re-opened after the first closure in 2020
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Figure 3.3
Only 40% of countries
implemented measures to
support vocational schools
23. Outreach to encourage the return of vulnerable populations to school
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
Other
None
Provision of financial incentives or waived fees
Reviewing/revising access policies
Community engagement to encourage return to school
Make modifications to ensure water, hygiene, and sanitation
services are accessible
School-based mechanisms to track those not returning to
school
Share of countries
Refugees/migrants/ displaced children Other populations at risk Ethnic Minorities/speakers of minority languages Children with disabilities
Figure 3.4
Costa Rica, Estonia, Poland, Portugal,
Hungary, Spain and Turkey provided
financial incentives such as cash, food
or transport or waived school fees to
disadvantaged students
25. Graduation ratios for students in the last year of upper secondary general
education (2019 and 2020)
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Figure 4.1
26. Changes to 2019-20 national examinations due to the pandemic?
(Upper secondary, general education)
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Changes N Countries
Introduced additional health and
safety measures (e.g., extra space
between desks for distancing
students)
21 Austria, Belgium (Flemish), Belgium (French), Chile, Colombia, Czech Republic,
Estonia, Finland, France, Germany, Hungary, Israel, Italy, Lithuania, Latvia, Poland,
Portugal, Russian Federation, Slovenia, Spain, Turkey
Adjusted the content of the
Examinations (e.g., subjects covered
or number of questions)
10 Austria, Chile, Spain, Israel, Italy, Latvia, Poland, Portugal, Russian Federation,
Turkey
Adjusted the mode of administration
(e.g., computer-based or online-
based)
5 Belgium (Flemish), Colombia, Italy, Latvia, Lithuania
Postponed/rescheduled the
Examinations
17 Austria, Chile, Colombia, Czech Republic, Germany, Spain, Estonia, Finland, Israel,
Korea, Latvia, Lithuania, New Zealand, Poland, Portugal, Slovenia, Turkey
Cancelled the examinations and used
an alternative approach for high-
stakes decision making (e.g.,
calculated grades)
9 Belgium (French), Denmark, Estonia, France, Hungary, Israel, Netherlands, Norway,
Slovak Republic
Introduced alternative
assessment/validation of learning
(e.g. appraisal of student learning
portfolio)
8 Costa Rica, France, Israel, Latvia, Netherlands, New Zealand, Poland, Russian
Federation
Figure 4.1
28. Proportion of teachers who were required to teach (remotely/online) during all
school closures in 2020
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Figure 5.1
29. Changes to staff policies and recruitment practices
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Figure 5.2
Lower secondary education
31. Percentage of countries that encouraged interactions between teachers and their
students and/or their parents during school closures in 2020
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Figure 5.3
Lower secondary education
32. Percentage of interactions (among the 10 types) between teachers and their students and/or their
parents that were encouraged during school closures in 2020 (lower secondary education)
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Figure 5.3
0 10 20 30 40 50 60 70 80 90 100
Hungary
Norway
Germany
Estonia
Israel
Italy
Colombia
Korea
Slovak Republic
Costa Rica
Slovenia
Russian Federation
Chile
Portugal
Turkey
Japan
Czech Republic
Latvia
Austria
Lithuania
France
New-Zealand
Belgium (French)
Ireland
Belgium (Flemish)
Poland
%
Interactions encouraged Schools could decide at their own discretion Interactions not encouraged
34. Support for teachers in their transition to remote learning in 2020
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Figure 5.4
35. Support for teachers’ professional learning to help teachers prepare for more
effective use of ICT tools and remote/hybrid teaching
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Figure 5.6
37. Current and planned increases/decreases in educational investment
(primary and secondary education)
1) In Japan school year 2019/2020 begins in April 2019 and ends in March 2020 and school year 2020/2021 begins in April 2020 and ends in March 2021.
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Public expenditure in school year 2019/2020 Public expenditure in school year 2020/2021
Increases
Belgium (Flemish
community), Belgium
(French community),
Colombia, England, Estonia,
Finland, France, Germany,
Israel, Italy, Japan1, Latvia,
Lithuania, Netherlands,
Norway, Portugal, Slovak
Republic, Slovenia, Spain,
Sweden, Turkey, Russian
Federation
65%
Austria, Belgium (Flemish
community), Belgium
(French community),
Canada, Colombia, Czech
Republic, England, Estonia,
Finland, France, Germany,
Ireland, Israel, Japan1,
Latvia, Lithuania,
Netherlands, Norway,
Portugal, Slovenia, Spain,
Sweden, Turkey, Russian
Federation
71%
No changes
Austria, Canada, Chile,
Costa Rica, Czech Republic,
Hungary, Ireland
21%
Costa Rica, Hungary, Slovak
Republic 9%
Don't know
Denmark, Korea, New
Zealand, Poland,
Switzerland
15%
Chile, Denmark, Italy, Korea,
New Zealand, Poland,
Switzerland
21%
Total 34 34
Table 6.1
38. Current and planned increases/decreases in educational investment
(primary and secondary education)
1) In Japan school year 2019/2020 begins in April 2019 and ends in March 2020 and school year 2020/2021 begins in April 2020 and ends in March 2021.
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Public expenditure in school year 2019/2020 Public expenditure in school year 2020/2021
Increases
Belgium (Flemish
community), Belgium
(French community),
Colombia, England, Estonia,
Finland, France, Germany,
Israel, Italy, Japan1, Latvia,
Lithuania, Netherlands,
Norway, Portugal, Slovak
Republic, Slovenia, Spain,
Sweden, Turkey, Russian
Federation
65%
Austria, Belgium (Flemish
community), Belgium
(French community),
Canada, Colombia, Czech
Republic, England, Estonia,
Finland, France, Germany,
Ireland, Israel, Japan1,
Latvia, Lithuania,
Netherlands, Norway,
Portugal, Slovenia, Spain,
Sweden, Turkey, Russian
Federation
71%
No changes
Austria, Canada, Chile,
Costa Rica, Czech Republic,
Hungary, Ireland
21%
Costa Rica, Hungary, Slovak
Republic 9%
Don't know
Denmark, Korea, New
Zealand, Poland,
Switzerland
15%
Chile, Denmark, Italy, Korea,
New Zealand, Poland,
Switzerland
21%
Total 34 34
Table 6.1
39. Percentage of countries allocating additional public funds/resources to primary and
secondary schools in response the pandemic in 2020 or/and in 2021, by criteria
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Figure 6.2
41. Distribution of decision-making responsibilities
(primary and lower secondary education)
Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
Figure 7.1
42. Find out more about our work at
www.oecd.org/education
Email: Andreas.Schleicher@OECD.org
Twitter: SchleicherOECD
Wechat: AndreasSchleicher
and remember:
Without data, you are just another person with an opinion
Thank you