This presentation was given by Rien Rouw of the OECD at the GCES Conference on Governing Education in a Complex world during the Workshop C on meeting national targets in decentralised systems (Flemish Case Study).
Inspections as a Twin Vehicle for School Development and ControlEduSkills OECD
The document discusses inspections in Norway as a way to promote school development and oversight. It outlines Norway's educational system with national, regional, and local authorities. A self-assessment tool called RefLex allows schools to evaluate themselves against national standards and encourages local improvement initiatives. Results so far show inspections are finding fewer issues, and half of school leaders using RefLex identified non-compliant practices and have taken steps to address them. Challenges remain around balancing state and local control over schools.
This document discusses accountability in decentralized education systems. It identifies several challenges with accountability, including determining who is accountable and for what outcomes. The document also outlines different modes of accountability, such as vertical regulatory accountability, horizontal professional accountability, and multiple stakeholder accountability. Finally, it argues that for accountability to be effective, systems need a whole-of-system approach that aligns different accountability pressures, manages knowledge and data, and builds capacity to prioritize competing accountability demands.
Sharing Responsibility for School AccountabilityEduSkills OECD
This presentation was given by Suzanne Dillon from the Irish Department of Education and Skills at the GCES Conference on Governing Education in a Complex World during the second Workshop B on the role of shared responsibility in developing accountability mechanisms that work in Brussels on 17 October.
Keynote: Governing Education in a Complex World EduSkills OECD
This presentation was given by Tracey Burns of the OECD at the GCES Conference on Governing Education in a Complex World in Brussels on 17 October during the keynote session on Governing Education in a Complex World.
A public debate on the attainment targets in FlandersEduSkills OECD
This presentation was given by Sien Van den Hoof from the Flemish Department of Education and Training at the GCES Conference on Governing Governing Education in a Complex World during the second Workshop A on participatory governance in Brussels on 17 October.
This presentation was given by Melanie Ehren from the London Institute of Education at the GCES Conference on Governing Education in a Complex World during the second Workshop B on the role of shared responsibility in developing accountability mechanisms that work in Brussels on 17 October 2016.
This presentation was given by Dirk Van Damme from the OECD at the GCES Conference on Governing Education in a Complex World during the Closing session in Brussels on 18 October 2016.
Education Governance in Action - Lessons from Case studiesEduSkills OECD
Effective governance of complex systems requires i) Aligning policies, roles and responsibilities; 2) Designing constructive accountability mechanisms that ensure quality yet leave room for innovation; 3) Stimulating capacity building and participatory governance; 4) Pursuing a long term vision and continuous strategic thinking; 5) Managing the complex interaction between knowledge and governance
Inspections as a Twin Vehicle for School Development and ControlEduSkills OECD
The document discusses inspections in Norway as a way to promote school development and oversight. It outlines Norway's educational system with national, regional, and local authorities. A self-assessment tool called RefLex allows schools to evaluate themselves against national standards and encourages local improvement initiatives. Results so far show inspections are finding fewer issues, and half of school leaders using RefLex identified non-compliant practices and have taken steps to address them. Challenges remain around balancing state and local control over schools.
This document discusses accountability in decentralized education systems. It identifies several challenges with accountability, including determining who is accountable and for what outcomes. The document also outlines different modes of accountability, such as vertical regulatory accountability, horizontal professional accountability, and multiple stakeholder accountability. Finally, it argues that for accountability to be effective, systems need a whole-of-system approach that aligns different accountability pressures, manages knowledge and data, and builds capacity to prioritize competing accountability demands.
Sharing Responsibility for School AccountabilityEduSkills OECD
This presentation was given by Suzanne Dillon from the Irish Department of Education and Skills at the GCES Conference on Governing Education in a Complex World during the second Workshop B on the role of shared responsibility in developing accountability mechanisms that work in Brussels on 17 October.
Keynote: Governing Education in a Complex World EduSkills OECD
This presentation was given by Tracey Burns of the OECD at the GCES Conference on Governing Education in a Complex World in Brussels on 17 October during the keynote session on Governing Education in a Complex World.
A public debate on the attainment targets in FlandersEduSkills OECD
This presentation was given by Sien Van den Hoof from the Flemish Department of Education and Training at the GCES Conference on Governing Governing Education in a Complex World during the second Workshop A on participatory governance in Brussels on 17 October.
This presentation was given by Melanie Ehren from the London Institute of Education at the GCES Conference on Governing Education in a Complex World during the second Workshop B on the role of shared responsibility in developing accountability mechanisms that work in Brussels on 17 October 2016.
This presentation was given by Dirk Van Damme from the OECD at the GCES Conference on Governing Education in a Complex World during the Closing session in Brussels on 18 October 2016.
Education Governance in Action - Lessons from Case studiesEduSkills OECD
Effective governance of complex systems requires i) Aligning policies, roles and responsibilities; 2) Designing constructive accountability mechanisms that ensure quality yet leave room for innovation; 3) Stimulating capacity building and participatory governance; 4) Pursuing a long term vision and continuous strategic thinking; 5) Managing the complex interaction between knowledge and governance
What models of governance are effective in complex education systems? In all systems an increasing number of stakeholders are involved in designing, delivering and monitoring education. Like our societies, education systems are increasingly diverse regarding students, teachers and communities, as well as the values and identities we expect education to deliver. These trends have increased the complexity of education systems, leaving decision makers on all governance levels with the question of how to successfully manoeuvre in this highly dynamic policy area.
Governing Education in a Complex World addresses key challenges involved in governing modern education systems, looking specifically at complexity, accountability, capacity building and strategic thinking. The publication brings together research from the OECD Secretariat and invited chapters from international scholars to provide a state of the art analysis and a fresh perspective on some of the most challenging issues facing educational systems today.
Creating the open, dynamic and strategic governance systems necessary for governing complex systems is not easy. This volume challenges our traditional concepts of education governance through work on complexity, collaborative networks and decision-making. In doing so it sets the agenda for thinking about the inclusive and adaptable systems necessary for governing education in today’s world. The volume will be a useful resource for those interested in education governance and complexity, particularly policy-makers, education leaders, teachers and the education research community.
Accountablity and Trust in the Norwegian Education SystemEduSkills OECD
This presentation was given by Frode Nyhamn of the Norwegian Directorate for Education and Training
at the GCES Conference on Trust and Education in The Hague on 7 December during the Workshop A on When trust breaks down.
OECD Reviews of Evaluation and Assessment in Education: SWEDEN Implementing p...EduSkills OECD
Deborah Nusche
Policy Analyst
Education and Training Policy Division
OECD Directorate for Education
The OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes, launched in late 2009, is designed to respond to the strong interest in evaluation and assessment issues evident at national and international levels. It will provide a description of design, implementation and use of assessment and evaluation procedures in countries; analyse strengths and weaknesses of different approaches; and provide recommendations for improvement.
The Review looks at the various components of assessment and evaluation frameworks that countries use with the objective of improving student outcomes. These include student assessment, teacher appraisal, school evaluation and system evaluation. The analysis focuses on primary and secondary levels of education.
Governing Complex Education Systems Overview and Work on Trust the hagueEduSkills OECD
This presentation was given by Tracey Burns of the OECD at the GCES Conference on Trust and Education in The Hague on 7 December during the morning session. It looks at work on trust and and provides a detailed overview of the GCES project, explaining its main research questions, analytical model, main findings and outputs.
This document discusses changes to university governance and management in the UK driven by neoliberal policies emphasizing marketization, accountability, and efficiency. Key points include:
1) UK universities have shifted from professional self-governance to a corporate managerial model with vice-chancellors acting as CEOs and emphasis on measurable performance and outcomes.
2) Accountability has shifted from democratic and professional forms to market and consumer forms centered around external regulations, quality assurance mechanisms, and performance audits.
3) New "manager-academics" directly from corporate sectors initiate rapid restructuring around corporatist values and market efficiency after short-term appointments as university leaders.
This presentation was given by Tracey Burns of the OECD at the CERI Conference on Innovation, Governance and Reform in Education on 4 November 2014 during the Governing Complex Education Systems (GCES) project session. It looks at trends in governance and provides a detailed overview of the GCES project, explaining its main research questions, analytical model, main findings and outputs.
Complexity: the case of development interventions aimed at changing instituti...EduSkills OECD
This document discusses the complexity of education systems and the implications for governance of development interventions aimed at institutional change. It raises two key questions around whether education systems are complex systems and what the implications of that complexity are. Specifically, it examines the difference between complicated and complex systems in terms of predictability and control. The document also outlines new approaches needed to govern complex systems, like empowering agents, using incentives, and intensive monitoring. It provides the example of curriculum change and targeted interventions to develop curriculum. The document concludes by emphasizing the need to probe issues, make sense of situations, and respond appropriately when governing complex education systems.
Presented by Pat Marshall, Deputy Commissioner for Academic Affairs & Student Success, and Christine Williams, Director of Strategic Initiatives for Academic Affairs & Student Success, at the June 20, 2017 meeting of the Massachusetts Board of Higher Education.
Quality policies introduction and micro level implementation challenges: expe...EduSkills OECD
This document summarizes a presentation on quality assurance policies in higher education in three countries: Greece, Finland, and the UK. It discusses how each country developed national quality assurance systems and agencies in response to the Bologna Process. While quality assurance is meant to ensure efficiency, effectiveness, and accountability, universities struggle with the tension between peer review and performance metrics. The presentation explores where responsibility for quality assurance lies, and tensions between quality compliance and developing a genuine quality culture.
1) Employability is increasingly important for higher education as employers value attitudes, aptitudes, and digital skills over degree subject.
2) A Jisc national study explored how technology can enhance employability and identified digital capabilities important for employable students.
3) The document outlines several case studies of UK universities embedding employability into program design through experiential learning, employer engagement, assessment, connected curricula, and developing students' digital leadership skills.
Analysis of Massachusetts Innovation School Modelppageegd
This document discusses aspects of Massachusetts' education system that could be relevant for Rhode Island to consider. It outlines features like increased autonomy for districts and schools to meet benchmarks, curriculum and schedule flexibility, and an ability to focus resources. However, it also raises questions about applying this approach in Rhode Island due to its small size and many small districts, including concerns about economics, lack of relief from state mandates, and barriers to widespread innovation. Overall, the document considers potential benefits of increased autonomy but recognizes challenges of Rhode Island's educational structure and scale.
Authentic academic quality: Reconciling organisational culture and external q...EduSkills OECD
1) The document discusses the relationship between organizational culture in higher education institutions and external quality assurance.
2) It analyzes the assumptions that organizational culture is homogenous and can be easily manipulated, while external quality assurance is unproblematic and accepted without question.
3) The analysis uses frameworks to understand organizational culture and the multiple roles that external quality assurance can play in control, empowerment, transformation and the state.
4) It concludes that organizational cultures are complex and multidimensional while external quality assurance also has layers of intent, and that fundamental change depends on elevating a transformative culture and agenda.
This document discusses improving knowledge management in education systems. It notes that educational research and development is underfunded compared to other fields. While evidence-based policy is growing in importance, research-policy interactions remain weak. Effective knowledge management requires enhancing demand and supply of knowledge, as well as mediation between them. Teachers should become knowledge workers engaged in research, and schools should be learning organizations focused on knowledge sharing. Educational communities need to become networks for exchanging ideas. Overall, knowledge management is key to systemic innovation in education.
The document proposes revisions to the program approval process for public higher education institutions in Massachusetts. Key changes include:
1. Requiring institutions to indicate how new program proposals align with their strategic plan in their letter of intent.
2. Circulating letters of intent to the Advisory Committee on Academic Programs and the Statewide Policy Committee for comment.
3. Having the Board of Higher Education review proposals to ensure alignment with system goals and consideration of factors like regional economic needs and affordable costs.
4. Establishing a timeline for implementing the new process starting in March 2017.
RI Educator Autonomy Workgroup: Jan 6 2014ppageegd
This document discusses an educator autonomy project in Rhode Island aimed at increasing local autonomy to improve student achievement. It provides context and outlines the phases of work, which include identifying barriers to effective teaching and learning, determining areas for recommendations, testing recommendations, and prioritizing them. Participants are guided by principles of student success and decisions made close to students. The document describes dividing into groups to analyze potential barriers and their causes using tools like force-field analysis and fishbone diagrams. It lists participants and directs them to review education standards and consider how budgeting interacts with student experiences before the next meeting.
Handbook for the integration of the gender perspective in teaching and researchSUPERA project
Presentation held by Maria J. Pando - Canteli and Pilar Rodriguez (Universidad de Deusto) during the SUPERA Final Conference, organised by SUPERA on 25 March 2022.
Empowering teachers, parents and communities to achieve excellence and equity...EduSkills OECD
This presentation was given by Rachel Sunderland and Ellen Birt from the Scottish Government at the GCES Conference on Governing Education in a Complex World during the first Workshop A on Participatory Governance in Brussels on 17 October.
This presentation was given by pupils from the Flemish Pupil Organisation at the GCES Conference on Governing Education in a Complex World during the first Workshop A on Participatory Governance in Brussels on 17 October.
What models of governance are effective in complex education systems? In all systems an increasing number of stakeholders are involved in designing, delivering and monitoring education. Like our societies, education systems are increasingly diverse regarding students, teachers and communities, as well as the values and identities we expect education to deliver. These trends have increased the complexity of education systems, leaving decision makers on all governance levels with the question of how to successfully manoeuvre in this highly dynamic policy area.
Governing Education in a Complex World addresses key challenges involved in governing modern education systems, looking specifically at complexity, accountability, capacity building and strategic thinking. The publication brings together research from the OECD Secretariat and invited chapters from international scholars to provide a state of the art analysis and a fresh perspective on some of the most challenging issues facing educational systems today.
Creating the open, dynamic and strategic governance systems necessary for governing complex systems is not easy. This volume challenges our traditional concepts of education governance through work on complexity, collaborative networks and decision-making. In doing so it sets the agenda for thinking about the inclusive and adaptable systems necessary for governing education in today’s world. The volume will be a useful resource for those interested in education governance and complexity, particularly policy-makers, education leaders, teachers and the education research community.
Accountablity and Trust in the Norwegian Education SystemEduSkills OECD
This presentation was given by Frode Nyhamn of the Norwegian Directorate for Education and Training
at the GCES Conference on Trust and Education in The Hague on 7 December during the Workshop A on When trust breaks down.
OECD Reviews of Evaluation and Assessment in Education: SWEDEN Implementing p...EduSkills OECD
Deborah Nusche
Policy Analyst
Education and Training Policy Division
OECD Directorate for Education
The OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes, launched in late 2009, is designed to respond to the strong interest in evaluation and assessment issues evident at national and international levels. It will provide a description of design, implementation and use of assessment and evaluation procedures in countries; analyse strengths and weaknesses of different approaches; and provide recommendations for improvement.
The Review looks at the various components of assessment and evaluation frameworks that countries use with the objective of improving student outcomes. These include student assessment, teacher appraisal, school evaluation and system evaluation. The analysis focuses on primary and secondary levels of education.
Governing Complex Education Systems Overview and Work on Trust the hagueEduSkills OECD
This presentation was given by Tracey Burns of the OECD at the GCES Conference on Trust and Education in The Hague on 7 December during the morning session. It looks at work on trust and and provides a detailed overview of the GCES project, explaining its main research questions, analytical model, main findings and outputs.
This document discusses changes to university governance and management in the UK driven by neoliberal policies emphasizing marketization, accountability, and efficiency. Key points include:
1) UK universities have shifted from professional self-governance to a corporate managerial model with vice-chancellors acting as CEOs and emphasis on measurable performance and outcomes.
2) Accountability has shifted from democratic and professional forms to market and consumer forms centered around external regulations, quality assurance mechanisms, and performance audits.
3) New "manager-academics" directly from corporate sectors initiate rapid restructuring around corporatist values and market efficiency after short-term appointments as university leaders.
This presentation was given by Tracey Burns of the OECD at the CERI Conference on Innovation, Governance and Reform in Education on 4 November 2014 during the Governing Complex Education Systems (GCES) project session. It looks at trends in governance and provides a detailed overview of the GCES project, explaining its main research questions, analytical model, main findings and outputs.
Complexity: the case of development interventions aimed at changing instituti...EduSkills OECD
This document discusses the complexity of education systems and the implications for governance of development interventions aimed at institutional change. It raises two key questions around whether education systems are complex systems and what the implications of that complexity are. Specifically, it examines the difference between complicated and complex systems in terms of predictability and control. The document also outlines new approaches needed to govern complex systems, like empowering agents, using incentives, and intensive monitoring. It provides the example of curriculum change and targeted interventions to develop curriculum. The document concludes by emphasizing the need to probe issues, make sense of situations, and respond appropriately when governing complex education systems.
Presented by Pat Marshall, Deputy Commissioner for Academic Affairs & Student Success, and Christine Williams, Director of Strategic Initiatives for Academic Affairs & Student Success, at the June 20, 2017 meeting of the Massachusetts Board of Higher Education.
Quality policies introduction and micro level implementation challenges: expe...EduSkills OECD
This document summarizes a presentation on quality assurance policies in higher education in three countries: Greece, Finland, and the UK. It discusses how each country developed national quality assurance systems and agencies in response to the Bologna Process. While quality assurance is meant to ensure efficiency, effectiveness, and accountability, universities struggle with the tension between peer review and performance metrics. The presentation explores where responsibility for quality assurance lies, and tensions between quality compliance and developing a genuine quality culture.
1) Employability is increasingly important for higher education as employers value attitudes, aptitudes, and digital skills over degree subject.
2) A Jisc national study explored how technology can enhance employability and identified digital capabilities important for employable students.
3) The document outlines several case studies of UK universities embedding employability into program design through experiential learning, employer engagement, assessment, connected curricula, and developing students' digital leadership skills.
Analysis of Massachusetts Innovation School Modelppageegd
This document discusses aspects of Massachusetts' education system that could be relevant for Rhode Island to consider. It outlines features like increased autonomy for districts and schools to meet benchmarks, curriculum and schedule flexibility, and an ability to focus resources. However, it also raises questions about applying this approach in Rhode Island due to its small size and many small districts, including concerns about economics, lack of relief from state mandates, and barriers to widespread innovation. Overall, the document considers potential benefits of increased autonomy but recognizes challenges of Rhode Island's educational structure and scale.
Authentic academic quality: Reconciling organisational culture and external q...EduSkills OECD
1) The document discusses the relationship between organizational culture in higher education institutions and external quality assurance.
2) It analyzes the assumptions that organizational culture is homogenous and can be easily manipulated, while external quality assurance is unproblematic and accepted without question.
3) The analysis uses frameworks to understand organizational culture and the multiple roles that external quality assurance can play in control, empowerment, transformation and the state.
4) It concludes that organizational cultures are complex and multidimensional while external quality assurance also has layers of intent, and that fundamental change depends on elevating a transformative culture and agenda.
This document discusses improving knowledge management in education systems. It notes that educational research and development is underfunded compared to other fields. While evidence-based policy is growing in importance, research-policy interactions remain weak. Effective knowledge management requires enhancing demand and supply of knowledge, as well as mediation between them. Teachers should become knowledge workers engaged in research, and schools should be learning organizations focused on knowledge sharing. Educational communities need to become networks for exchanging ideas. Overall, knowledge management is key to systemic innovation in education.
The document proposes revisions to the program approval process for public higher education institutions in Massachusetts. Key changes include:
1. Requiring institutions to indicate how new program proposals align with their strategic plan in their letter of intent.
2. Circulating letters of intent to the Advisory Committee on Academic Programs and the Statewide Policy Committee for comment.
3. Having the Board of Higher Education review proposals to ensure alignment with system goals and consideration of factors like regional economic needs and affordable costs.
4. Establishing a timeline for implementing the new process starting in March 2017.
RI Educator Autonomy Workgroup: Jan 6 2014ppageegd
This document discusses an educator autonomy project in Rhode Island aimed at increasing local autonomy to improve student achievement. It provides context and outlines the phases of work, which include identifying barriers to effective teaching and learning, determining areas for recommendations, testing recommendations, and prioritizing them. Participants are guided by principles of student success and decisions made close to students. The document describes dividing into groups to analyze potential barriers and their causes using tools like force-field analysis and fishbone diagrams. It lists participants and directs them to review education standards and consider how budgeting interacts with student experiences before the next meeting.
Handbook for the integration of the gender perspective in teaching and researchSUPERA project
Presentation held by Maria J. Pando - Canteli and Pilar Rodriguez (Universidad de Deusto) during the SUPERA Final Conference, organised by SUPERA on 25 March 2022.
Empowering teachers, parents and communities to achieve excellence and equity...EduSkills OECD
This presentation was given by Rachel Sunderland and Ellen Birt from the Scottish Government at the GCES Conference on Governing Education in a Complex World during the first Workshop A on Participatory Governance in Brussels on 17 October.
This presentation was given by pupils from the Flemish Pupil Organisation at the GCES Conference on Governing Education in a Complex World during the first Workshop A on Participatory Governance in Brussels on 17 October.
This document discusses the challenges of ensuring high quality education for all students in an era of rapid change. It outlines 7 propositions on governance and professionalism, noting increasing expectations on schools and challenges to translating aspirations into classroom reality. New, more organic approaches to school improvement are needed. Current policy approaches tend to be reductionist and ignore opportunity costs. Strategic agreement on long-term purposes and competencies is vital, with governance focusing on vision, capacity building and constructive accountability. Professionalism requires a capable, empowered teaching profession. Accountability must support long-term vision. A new reform paradigm is needed with schools as learning organizations and quality driven by collaboration rather than prescription.
Keynote: Complexity and Modern Governance EduSkills OECD
This presentation was given by Martjin van der Steen, Vice Dean and Deputy Director, Netherlands School for Public Administration and & Erasmus University, Rotterdam at the GCES Conference on Governing Education in a Complex World in Brussels on 17 October during the keynote session on Complexity and Modern Governance.
This presentation was given by Maarten Simons at the GCES Conference on Governing Education in a Complex World during the second Workshop C on the Flemish Case Study (Dutch Language) in Brussels on 17 October 2016.
Participation in National Educational Reform in the NetherlandsEduSkills OECD
This presentation was given by Klaas Heemskerk from the Amsterdam Institute for Social Science Research at the GCES Conference on Governing Education in a Complex World during the second Workshop A on Participatory Goverance in Brussels on 17 October.
Dutch presentation of the Flanders Case StudyEduSkills OECD
This presentation was given by Rien Rouw of OECD at the GCES Conference on Governing Education in a Complex World during the second Workshop C on the Flemish Case Study (Dutch Language) in Brussels on 17 October 2016.
A public debate on the attainment targets in FlandersEduSkills OECD
This presentation was given by Sien Van den Hoof from the Flemish Department of Education and Training at the GCES Conference on Governing Governing Education in a Complex World during the second Workshop A on participatory governance in Brussels on 17 October.
The Danish VET system and VET policy reform 2015 With a Focus on Participator...EduSkills OECD
This presentation was given by Jørn Skovsgaard from the Danish Ministry of at the GCES Conference on Governing Education in a Complex World during the first Workshop A on Participatory Governance in Brussels on 17 October.
Participatory Governance, the Dutch ExampleEduSkills OECD
This presentation was given by Maarten Vollenbroek from the Dutch Ministry of Education, Culture and Science at the GCES Conference on Governing Education in a Complex World during the first Workshop A on Participatory Governance in Brussels on 17 October.
Standing Conference of the Ministers of Education and Cultural Affairs of the...EduSkills OECD
This presentation was given by Peter Ortmanns from the Secretariat of the Standing Conference of the Ministers of Education and Cultural Affairs of the Laender in the Federal Republic of Germany at the GCES Conference on Governing Education in a Complex world during the Workshop C on meeting national targets in decentralised systems (Flemish Case Study).
The Financing Policies for Inclusive Education Systems (FPIES) is an Agency project which systematically examines different approaches to educational financing and aims to identify effective funding policy tools that work towards reducing disparities in education. For more information visit the project web area https://www.european-agency.org/projects/financing-policies-inclusive-education-systems
This six-page infographic was developed as part of the Supporting Inclusive School Leadership (SISL) project. Adapted from the Agency’s ecosystem model of inclusive education systems, it focuses on the four ecosystem levels and represents the elements of the model that are relevant for school leadership.
For more information, see the SISL project synthesis report.
Download this infographic and share it using the Agency’s hashtag: #EASNIE
Let Schools Decide: The Norwegian approach to school improvementEduSkills OECD
The Norwegian approach to school improvement focuses on decentralizing decision making to allow schools and municipalities to determine their own professional development needs. An OECD project analyzed Norway's competence development model, which provides funding for collaboration between schools and universities to address local needs. Key recommendations included refining the model's design, clarifying stakeholder engagement, taking a whole-system approach to policy coherence, and updating the implementation strategy. The decentralized model has moved from policy to action across Norway by defining networks and roles to shape professional offerings based on educator input.
Cohort 2 Schools Orientation to Next Steps NHzwonkin
The Next Steps NH Project is a 5-year project funded by the US Department of Education to improve transition planning and outcomes for students with disabilities in New Hampshire high schools. The project aims to increase opportunities such as extended learning and family engagement to help more students graduate ready for college, careers, and independent living. Key strategies include enhancing transition planning, increasing real-world learning experiences, strengthening family-school partnerships, and developing regional support networks for schools. The project implements a framework to guide schools through stages of exploring, installing, and fully implementing evidence-based transition practices.
Promising Practices in Supporting Success for Indigenous StudentsEduSkills OECD
This document summarizes a study by the OECD on promising practices for supporting Indigenous students. The study was initiated by Alberta Education and involved Canada, New Zealand, and Queensland, Australia from 2016-2017. The objectives were to identify strategies that support improved learning outcomes for Indigenous students. Key findings include: some jurisdictions have reduced achievement gaps in early childhood education and graduation rates; progress requires long-term commitment and adjusting efforts; Indigenous students want to learn about their cultures and have supportive teachers; and common elements of success include building community relationships, setting targets, and supporting teachers.
This document outlines the process and activities involved in a Management, Leadership and Learning (MLL) inspection conducted by the inspectorate in Irish schools. It discusses the purpose of MLL inspections in identifying good practices, areas for improvement, and facilitating school self-evaluation. The timeline and activities of the inspection process are then described, including pre-inspection documentation review, in-school activities like lesson observations and meetings over multiple days, and post-inspection feedback. Key areas examined by inspectors are then outlined, such as leadership, teaching and learning, student support structures, and engagement with parents and stakeholders.
Oecd edu policy implementation nor uni workshop slides (003)Beatriz Pont
This document summarizes a workshop on implementing Norway's new competence development model for schools. The workshop included presentations and discussions on:
- The goals of Norway's education reforms and the new model, which aims to empower schools through local competence development networks.
- Key factors for successful policy implementation, including smart policy design, stakeholder engagement, context, and strategy.
- An assessment of Norway's model, noting expectations but also unclear roles, resources, and capacity issues that could hinder implementation.
- Recommendations to clarify expectations, roles, and resources, strengthen strategic planning, and increase transparency and inclusion of stakeholders like teachers.
- Table discussions focused on defining quality, identifying indicators to monitor
Implementing the new competence development model for schools: University Ne...EduSkills OECD
Norway has started to implement a new competence development model that sets out to develop teacher professionalism with in-service
professional development. With this new policy, the Government of Norway aims to provide municipalities and schools with greater freedom of action and empower them to carry out systematic school improvement at the local level. This decentralised approach would respond to local context and the diversity of needs between Norwegian schools.
The OECD supports countries in bridging the gap between policy design and effective implementation. The university network workshop aims to further discuss and refine the implementation strategy of the new competence development model for schools. To this end, the OECD team is presenting the conclusions of the initial OECD policy assessment (“Improving school quality in Norway”), and organising discussions on the concept of quality for professional development within the new model, and the associated indicators to monitor both the implementation process and the anchoring in local practices of the new model.
The Agency's 'Raising the Achievement of All Learners in Inclusive Education' project (2014–2017) aimed to provide evidence of effective practice in raising achievement and building the capacity of schools and communities to include and support all learners.
This Agency project set out to examine the essential skills, knowledge and understanding, attitudes and values needed by everyone entering the teaching profession. The presentation compiled the recommendations from the project whose main question was: How are all teachers prepared via their initial education to be inclusive?
The Profile of Inclusive Teachers is an outcome of this project. This presentation briefly describes the four core values relating for teaching and learning, as well as main areas of teacher competence.
For more information, visit the project's web area: www.european-agency.org/agency-projects/teacher-education-for-inclusion
OER in Technical Vocational Education and Training (TVET)Robert Schuwer
Presentation @ 2nd OER World Congress Ljubljana 19 September 2017.
Some results from the draft report. Final report will be available end of November 2017.
Presentation prepared for school leaders and SLT members, introducing the concept of hybrid learning and exploring strategies for leading this change in schools.
Oecd norway competence development model final event 9 2020Beatriz Pont
The OECD has engaged with Norway to support the implementation of the competence development model for schools. It is focused on strengthening schools professional learning in partnerships with universities. This powerpoint presents the findings from the OECD report that assesses progress made in the implementation of the model and proposes actions for the model to reach its objectives.
Presentation at the Bonner Fall Directors and Community-Engaged Learning Meeting on November 4, 2019 exploring integrative academic and co-curricular pathways. Narrates types of innovative degree pathways. With Ariane Hoy, Rachayita Shah, and Bobby Hackett.
As part of National Careers Week 2021, the NCSEHE hosted a virtual event on 21 May, showcasing major NCSEHE-commissioned research on key influencers and careers advice for equity students.
More info: https://www.ncsehe.edu.au/careers-week-webinar-careers-student-equity/
The document discusses building a knowledge society through integrating information and communication technology (ICT) into education. It proposes that a knowledge society is one with universal access to information, where knowledge can promote social equality and change. ICT can help build such a society by facilitating learning, communication, and participation. The document outlines initiatives to develop teachers' ICT skills and use technology effectively in teaching to support curriculum goals like improving learning outcomes.
Lily Busher iau policy brief presentationLily Busher
The document outlines a policy by the International Association of Universities to promote equitable access, success, and quality in higher education globally. The policy's main goals are to help countries with low participation rates expand access to higher education and help countries with high participation broaden access. Key principles promoted in the policy include equal access for all, increasing quality, focusing on students' full potential, and developing policies to remove barriers to higher education. The policy recommends student-centered learning, pedagogical training, and governments investing holistically in their entire education systems.
AHDS Conference November 2014 - Workshop; Dundee UniversityAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Furture: What you need to know and do.' Workshop by Teresa Moran, Neil Taylor and Derek Robertson from Dundee University on partnership working.
Trending Topic: It's All About Family Engagementreneelajackson
The trinity of family and community engagement is relational trust, promising practices, and compliance. It's time to rethink family and community engagement - moving from management and presentation of information to relationships and capacity building, as well as, helping families, communities, staff, and students learn together.
This document summarizes a presentation about evaluating blended learning implementations. It discusses:
1) Key research from Project Tomorrow on the state of blended learning in K-12 schools, finding it is implemented in many schools and seen to have benefits like increased personalization and engagement.
2) Challenges principals face in implementing blended learning like ensuring student access to technology and developing models of student responsibility.
3) How school administrators currently measure impact, most commonly through teacher and student feedback and achievement results.
4) Details of two efficacy studies Project Tomorrow conducted on blended learning, including factors that affect outcomes and limitations in isolating blended learning impact. Key findings showed maturity in the blended learning model and consistency in
Similar to United in Diversity Attainment targets in Flemish Education Governance (20)
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
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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
Digital Artefact 1 - Tiny Home Environmental Design
United in Diversity Attainment targets in Flemish Education Governance
1. United in Diversity
Attainment targets in
Flemish Education
Governance
GCES Closing Conference
Brussels
17 October 2016
Rien Rouw
2. • The Flemish Education System in general
• The role of attainment targets
• Complexity perspective
• Findings
• Policy implications
Contents
3. • Freedom of education:
• Freedom for citizens to establish schools
• Freedom for parents to choose schools
• High degree of autonomy for schools
• Hiring staff
• Deciding on curriculum
• Deciding on graduation / pass or fail
• Strong representative organisations of schoolboards
• Strong support organisations: pedagogical advisory services
• A long tradition of administrative representation
The Flemish Education system
4. The Education Policy Arena
Unions
Inspectorate
Political
parties
Parents /
Parent
organisations
Teachers
Schoolleaders
Umbrella
organisations
Pupils
Social partnersEducation
policy
Social
entrepreneurs
Ministry of
Education
Flemish
Education
council
Publishers
National
Assessment
Programme
Special
committees
School boards
Researchers
Pedagogical
Advisory
Services
5. • Attainment targets are educational goals to be met by
pupils in terms of knowledge, insight, attitudes and skills,
both transversal to the curriculum and subject-related.
• Applicable in primary and secondary education since the
late 1990’s.
• Schools need to comply with the attainment targets in
order to be funded.
• Inspectorate checks if schools implement attainment
targets.
System of attainment targets
7. • Whole-of-system approach
• One system, more than the sum of its parts
• Components and Interactions yield unpredictable results
• Fragmented nor hierarchical-linear governance works
• Collaborative governance
• All stakeholders need to be involved
• Cooperation rather than competition
• System responsibility is shared among stakeholders
• Policy learning
• Continuous learning and improving to handle unpredictability
• Continuous monitoring and evaluation to provide timely feedback
• Requires data literary and evaluation literacy
Complexity Perspective
8. Findings: ownership
On track
• Tradition of participatory
governance
• Strong intermediary
organisations for vertical
mediation
• Some innovative
participatory trajectories
engaging a broad range
of stakeholders
Challenge
• Administrative representation
model
• Teachers and school leaders
indirectly involved in design
attainment targets
• ‘Lost in translation’:
intermediating layers of
interpretation and adaptation
• Position of key stakeholders in
broad participatory
trajectories not clear
9. Findings: implementation strategy
On track
• Pedagogical Advisory
Services (PBDs) linking
pin across the
implementation ladder
• Nascent signs of
collaboration between
umbrella organisations
Challenge
• Lack of coherence in
renewing attainment
targets
• Lack of ‘coordination force’
in implementation
• Weak links between
constituent elements of the
system
10. Findings: capacity building
On track
• High rate of participation
in professional
development in general
• Training and support
offered by Pedagogical
Advisory Services
Challenge
• Fragmented participation in pd
in general
• Variation in capacity across
schools and teachers
• Many schools lack collective
approach to capacity building
• No collaborative and
sustainable capacity building
initiative at system level
• Horizontal capacity building in
its infancy
11. Findings: evaluation and feedback
On track
• Strong programme of
national assessments
• Ministry provides
schools and the broader
public with data
• PBDs support policy
making capacity at
school level
• Inspectorate stimulates
application of
Challenge
• Picture at system level not
complete
• Variation in data literacy
and evaluation capacity at
school level
12. • Create a more structural platform for debate for a broad
range of stakeholders
• In the policy design phase engage with key stakeholders
beyond representative organisations
• Build a ‘guiding coalition’ and formulate a collaborative
strategic agenda to align the making and implementation
of attainment targets and learning plans
• Align capacity building initiatives to form a strong effort to
strengthen capacity at school level and build a culture of
evaluation and learning
Policy implications
13. Thank you for your attention!
m.a.rouw@oecd.org
http://dx.doi.org/10.1787/5jlrb8ftvqs
1-en