Transparency is key to balancing institutional autonomy and public accountability in higher education. As higher education internationalizes, transparency regarding qualifications and outcomes becomes even more important. Data shows correlations between higher education levels and earnings/unemployment rates across OECD countries. It also indicates increasing numbers of international students globally and shifts in their top destination countries over time. Transparency helps policymakers and students make informed decisions.
Integrity of education systems – a framework for assessment EduSkills OECD
Education matters a lot in the fight against corruption in any country of the world. Corruption in education and lack of integrity have a wide reaching negative impact. They affect the quality, effectiveness and credibility of education, the efficiency of provision and the equity of opportunities for youth which is the biggest asset of any country and its social, cultural, scientific, and economic prosperity. There are numerous good reasons to treat corruption in the education sector as a priority problem. The Integrity of Education Systems (INTES) assessment aims to support governments in their effort to prevent corruption in the education sector, to help them uncover and address the underlying systemic causes of malpractice and inefficiency, and prevent these from happening. The INTES methodology includes a scan/perusal of system indicators and survey data (i.e. PISA), on-site visits and stakeholder interviews combined with qualitative analysis to identify areas of concern and reconstruct the landscape of root, systemic causes for malpractice and corruption in education.
A book byPasi Sahhlberg on what makes the Finnish education system work so well at turning out some of the best students in the world. Maybe Malaysia has something to learn here. Spread the word, especially to future education minister.
Raising the Effectiveness of Official Development Assistance in Education EduSkills OECD
Presentation by Barbara Ischinger, Director for Education, OECD, at the International Forum on Education ODA jointly organised by the Korean Ministry of Education, KEDI (Korean Education Development Institute), OECD, UNESCO and World Bank, 28 November, Busan, Korea.
Integrity of education systems – a framework for assessment EduSkills OECD
Education matters a lot in the fight against corruption in any country of the world. Corruption in education and lack of integrity have a wide reaching negative impact. They affect the quality, effectiveness and credibility of education, the efficiency of provision and the equity of opportunities for youth which is the biggest asset of any country and its social, cultural, scientific, and economic prosperity. There are numerous good reasons to treat corruption in the education sector as a priority problem. The Integrity of Education Systems (INTES) assessment aims to support governments in their effort to prevent corruption in the education sector, to help them uncover and address the underlying systemic causes of malpractice and inefficiency, and prevent these from happening. The INTES methodology includes a scan/perusal of system indicators and survey data (i.e. PISA), on-site visits and stakeholder interviews combined with qualitative analysis to identify areas of concern and reconstruct the landscape of root, systemic causes for malpractice and corruption in education.
A book byPasi Sahhlberg on what makes the Finnish education system work so well at turning out some of the best students in the world. Maybe Malaysia has something to learn here. Spread the word, especially to future education minister.
Raising the Effectiveness of Official Development Assistance in Education EduSkills OECD
Presentation by Barbara Ischinger, Director for Education, OECD, at the International Forum on Education ODA jointly organised by the Korean Ministry of Education, KEDI (Korean Education Development Institute), OECD, UNESCO and World Bank, 28 November, Busan, Korea.
A Universidade Técnica de Lisboa (UTL) promoveu a 8 de março, no Auditório Lagoa Branca do Instituto Superior de Agronomia (ISA), da Universidade Técnica de Lisboa (UTL), o workshop «A Fusão entre Universidades: Experiências Europeias», que contou com a presença de vários especialistas de renome internacional nesta temática entre eles o Prof. Holm Nielsen, Reitor da Universidade de Aarhus, Dinamarca, que proferiu a palestra "Danish University Mergers - the Case of Aarhus University".
Presentation by Merja Kauhanen (Research coordinator, Labour Institute for Economic Research, Finland) on the occasion of the EESC LMO conference on "Typical and atypical work contracts - advantages and disadvantages from the labour market perspective" in Warsaw, Poland, on 8/9 April 2013.
HLEG thematic workshop on "Inequality of Opportunity", Dirk van DammeStatsCommunications
Presentation at the HLEG thematic workshop on "Inequality of Opportunity", 14 January 2015, Paris, France, http://oe.cd/HLEG-workshop-inequality-opportunity-2015
Presentatie door Dirk Van Damme - niet van mij, hier geplaatst voor mijn blogPedro De Bruyckere
Deze presentatie werd door Dirk Van Damme gegeven op World Summit on Arts Education te Wildbad Kreuth op 14 mei en vond ik hier: http://worldsummit2013.bkj.de/fileadmin/user_upload/documents/Kulturelle_Bildung_International/World_Summit_2013/Keynote_Van_Damme.pdf
Innovating learning, social progress and humanity’s future gelp ile, durban...dvndamme
Keynote presentation at the OECD/CERI and GELP conference 'Building Future Learning Systems. From exceptional innovations to systemic transformation', in Durban, South Africa, 20 April 2015.
Quality education for all –UNESCAP/LCD Conference on Disability-inclusive MDG...EduSkills OECD
The presentation gives an overview of some OECD data on inclusion of children with disabilities, difficulties and disadvantages, on how they fare in mainstream education, and on the relationship between disability and socio-economic background. It discusses PISA insights on quality and equity of education (the systems performing well in PISA often have high levels of equity) and offers several policy options for supporting inclusiveness and disadvanted students and schools.
The Atlantic Century II updates ITIF’s 2009 report on the United States’ innovation-based competitiveness compared with a diverse group of countries. Using 16 key indicators, such as scientists and engineers, corporate and government R&D, venture capital, productivity and trade performance, the 2011 report finds that America has made little or no progress since 1999. Of the 44 countries and regions surveyed, the United States still ranks fourth behind Singapore, Finland and Sweden. But this is down from the number one position in 2000. Of greater concern, however, is the fact that the U.S. continues to rank at the bottom–second only to Italy–on progress in improving its innovation capacity and competitiveness over the last decade. But the updated report contains encouraging news for some individual states.
A Universidade Técnica de Lisboa (UTL) promoveu a 8 de março, no Auditório Lagoa Branca do Instituto Superior de Agronomia (ISA), da Universidade Técnica de Lisboa (UTL), o workshop «A Fusão entre Universidades: Experiências Europeias», que contou com a presença de vários especialistas de renome internacional nesta temática entre eles o Prof. Holm Nielsen, Reitor da Universidade de Aarhus, Dinamarca, que proferiu a palestra "Danish University Mergers - the Case of Aarhus University".
Presentation by Merja Kauhanen (Research coordinator, Labour Institute for Economic Research, Finland) on the occasion of the EESC LMO conference on "Typical and atypical work contracts - advantages and disadvantages from the labour market perspective" in Warsaw, Poland, on 8/9 April 2013.
HLEG thematic workshop on "Inequality of Opportunity", Dirk van DammeStatsCommunications
Presentation at the HLEG thematic workshop on "Inequality of Opportunity", 14 January 2015, Paris, France, http://oe.cd/HLEG-workshop-inequality-opportunity-2015
Presentatie door Dirk Van Damme - niet van mij, hier geplaatst voor mijn blogPedro De Bruyckere
Deze presentatie werd door Dirk Van Damme gegeven op World Summit on Arts Education te Wildbad Kreuth op 14 mei en vond ik hier: http://worldsummit2013.bkj.de/fileadmin/user_upload/documents/Kulturelle_Bildung_International/World_Summit_2013/Keynote_Van_Damme.pdf
Innovating learning, social progress and humanity’s future gelp ile, durban...dvndamme
Keynote presentation at the OECD/CERI and GELP conference 'Building Future Learning Systems. From exceptional innovations to systemic transformation', in Durban, South Africa, 20 April 2015.
Quality education for all –UNESCAP/LCD Conference on Disability-inclusive MDG...EduSkills OECD
The presentation gives an overview of some OECD data on inclusion of children with disabilities, difficulties and disadvantages, on how they fare in mainstream education, and on the relationship between disability and socio-economic background. It discusses PISA insights on quality and equity of education (the systems performing well in PISA often have high levels of equity) and offers several policy options for supporting inclusiveness and disadvanted students and schools.
The Atlantic Century II updates ITIF’s 2009 report on the United States’ innovation-based competitiveness compared with a diverse group of countries. Using 16 key indicators, such as scientists and engineers, corporate and government R&D, venture capital, productivity and trade performance, the 2011 report finds that America has made little or no progress since 1999. Of the 44 countries and regions surveyed, the United States still ranks fourth behind Singapore, Finland and Sweden. But this is down from the number one position in 2000. Of greater concern, however, is the fact that the U.S. continues to rank at the bottom–second only to Italy–on progress in improving its innovation capacity and competitiveness over the last decade. But the updated report contains encouraging news for some individual states.
The talent pool is growing…
And its distribution across countries is changing
A significant proportion of student have a higher level of education than their parents
Where do individuals from low educational backgrounds succeed?
An introduction to BPI group and our services.
This presentation highlights our new Leadership Development coaching program, Navigate. Outstanding for High Potential Endeavors, Team Algnment, and Engagement Models. For more information please contact directly at 770-399-8400
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 science of learning. can it make learning more resilient against the risk...dvndamme
Education research is growing, but has not enough impact to tackle the systemic risks of education systems (quality, productivity, equity, innovation). Why? Do we work with outdated theories? And can the science of learning help to do better? Keynote at ECER2019.
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 Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Transparantie: de schakel
tussen institutionele autonomie
en publieke verantwoording
Dirk Van Damme
Hoofd van het Centre for Educational
Research and Innovation - OECD
3. 40
60
80
100
120
140
160
180
200
220
240
260
Brazil
Hungary
United States
Czech Republic
Portugal
Slovak Republic
Poland
Luxembourg
Israel
Austria
Canada
France
Italy
Germany
Finland
Korea
OECD average
Ireland
programmes
Turkey
Belgium
United Kingdom
Netherlands
Tertiary-type B education
Switzerland
Spain
Below upper secondary education
Sweden
Australia
Tertiary-type A and advanced research
Japan
Higher education qualifications and earnings
Denmark
New Zealand
3
Norway
4. Higher education qualifications and unemployment risk
Iceland
Spain
Ireland
Italy
Turkey
Switzerland
Czech Republic
New Zealand
Hungary
Israel
United Kingdom
France
Australia
Netherlands
OECD average Below upper secondary education
Austria Tertiary education
Finland
Canada
Poland
Norway
Denmark
Slovenia
Sweden
Greece
Belgium
Estonia
Germany
Slovak Republic
Portugal
(10.00) (5.00) - 5.00 10.00 15.00 20.00 25.00
4
5. Higher education qualifications and social outcomes
Health Political interest
Czech Republic
Portugal
Denmark
Hungary
Slovenia
Korea
Slovak Republic
Finland
Italy
Switzerland
Belgium
OECD average
Turkey
Poland
Canada
From upper secondary United States
to tertiary France
Netherlands
Greece
From below upper Israel
secondary to upper United Kingdom
secondary
Spain
Norway
New Zealand
Austria
Estonia
Ireland
Sweden
40
30
20
10
10
20
30
40
0
0
5
7. Aantal internationale studenten
Number of foreign students
4 000 000
Worldwide OECD G20 countries Europe North America
3 500 000
3 000 000
2 500 000
2 000 000
1 500 000
1 000 000
500 000
0
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
Years
Source: OECD and UNESCO Institute for Statistics for most data on non-OECD countries. Table C3.5.
See Annex 3 for notes (www.oecd.org/edu/eag2011).
7
8. Trends in internationale studentenaantallen (2000, 2009)
Percentage of all foreign tertiary students enrolled, by destination
OECD 2000 Other G20 and non- 2009
countries 2009 OECD countries 2000
Market share
25
(%)
20
15
10
5
0
France
Spain
Belgium
Other G20 and non-OECD
China
Switzerland
Sweden
Australia¹
Canada²
Italy
Germany
Korea
Netherlands
Austria
United States¹
Other OECD
Russian Federation
Japan
South Africa
United Kingdom¹
New Zealand
1. Data relate to international students defined on the basis of their country of residence.
2. Year of reference 2008.
Countries are ranked in descending order of 2009 market shares.
Source: OECD and UNESCO Institute for Statistics for most data on non-OECD countries. Table C3.6, available on
line. See Annex 3 for notes (www.oecd.org/edu/eag2011).
8
10. Wetenschappelijke publicaties en co-authoring 1998-2008
1998 2008
Sweden Sweden
Poland Belgium France Poland Belgium France
Russian Federation Russian
Italy Federation. Italy
Netherlands Netherlands
Switzerland Switzerland
Germany Spain Germany Spain
Japan
Japan
Korea Korea
United Kingdom United Kingdom
United States
United States
China Canada Canada
China
Australia Australia
Brazil Brazil
India India
10
11. 0
2
4
6
8
10
12
14
16
%
United States
48.8
United Kingdom
Germany
France
Canada
China
Italy
Netherlands
Japan
Australia
Single author
Switzerland
Spain
Sweden
Belgium
Denmark
Korea
Austria
India
Finland
International co-authorship
Brazil
Norway
Russian Federation
Poland
Turkey
Ireland
Greece
New Zealand
Domestic co-authorship
Portugal
Czech Republic
Hungary
Mexico
Iceland
Slovak Republic
Highly cited (top 1%) scientific articles by type of collaboration, 2006-08
Luxembourg
International onderzoekssamenwerking
11
13. De waarde van kwalificaties
Inter-quartile range in skill distribution by educational qualification
Skill score
350
300
250
200
150
Upper secondary
Upper secondary
Upper secondary
University
University
University
Not completed school
Not completed school
Not completed school
Country A Country B Country C
13
14. Reputatie in onderzoek
Citations – Research in THEWUR2010
60
50
40
30
20
10
0
-10
-20
-30
C-R 20 per. Mov. Avg. (C-R) Linear (C-R)
-40
14
15. Reputatie in onderzoek
Citations – Research in THEWUR2010
North America Europe
60 60
50 50
40 40
30 30
20 20
10 10
0 0
-10 -10
-20 -20
-30 -30
-40 -40
15
17. Risico’s
• In een omgeving waar de „primary outputs‟ een
hoge waarde hebben maar waar geen of weinig
transparantie bestaat over hoe die waarde tot
stand komt, ontstaan:
– Erg competitieve quasi-markets gebaseerd op
reputatie (cf. financiële markten)
– Hoge mate van asymmetrische en dus ongelijk
verdeelde informatie
– Verminderende capaciteit tot innovatie door „risk
avoidance‟
– „Mission overload‟ en gebrek aan focus bij
instellingen
17
18. Risico’s
• Overheidsgestuurde gelijkheid zonder
evidence-based transparantie inzake diversiteit
– Illusie dat elke instelling „gelijk‟ is – “ongelijkheid
is ongelijke dingen gelijk behandelen”
– Inherent conservatisme: “resistance to know =
resistance to change”
– Markt creëert eigen transparantie: rankings
18
20. Governance
• Veranderingen in governance
– Toenemende autonomie instellingen, gekoppeld
aan accreditatie/kwaliteitszorg en outputsturing
– In licht van kenniseconomie, belang van
onderzoek en innovatie, internationalisering
zoeken overheden opnieuw naar sterkere sturing
van hoger onderwijs
– Consequenties:
• Sterkere „accountability‟
• Sterkere klemtoon of „efficiency‟
20
21. Governance
• Instellingen kunnen autonomie in een sterkere
governance-omgeving maar veilig stellen door
sterker in te zetten op
– Diversiteit in doelstellingen
– Efficiëntie en effectiviteit in bereiken van
doelstellingen
– Interne transparantie
– Maar ook externe, systemische transparantie
21
22. Dank voor uw
aandacht !
dirk.vandamme@oecd.org
www.oecd.org/edu/ceri
22