Date post: | 04-Dec-2014 |
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Education |
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Tailored international analysis and
recommendations
Capacity building in policy design and
implemen-tation of reforms
Consultation and engagement with
key actors for a shared vision of
reforms
Tailored OECD advice
for your country’s education reforms
Improving Schools: Reviews of National Policies for Education
Tailored education policy country reviews
2www.oecd.org/edu/improvingschools
The key elements of this review
Some examples of tailored advice
Benefits for countries and conclusions…1.
2.
3.
The key elements of this review
1.www.oecd.org/edu/improvingschools
Education policy implementation challenges across countries
OECD can support this process through the Improving Schools Reviews
Need for capacity, alignment and consensus to progress
Need to prioritise and focus on key policy levers
Reforms needed to improve school outcomes
Today, education policy decision making is more participative…
Finl
and
Engl
and
Hung
ary
Net
herla
nds
Czec
h Re
publ
ic
Swed
en
Denm
ark
Icel
and
New
Zea
land
Nor
way
Kore
a
Aust
ria
Germ
any
Port
ugal
Fran
ce
Spai
n
Gree
ce
0
10
20
30
40
50
60
70
80
90
100
2003 1998 2007
%
More than 50% of decisions taken by schools/local level
High performers combine quality with equity
4681012141618400
420
440
460
480
500
520
540
560
Iceland
Japan
Russian Federation
Italy
Norway
Finland
Canada
Korea
Estonia
NetherlandsSwitzerland
United KingdomDenmarkSweden
Brazil
IsraelAustria
Poland
Portugal
Spain
Mexico
GreeceCzech RepublicSlovak Republic
IrelandUnited StatesFrance
Slovenia
Australia
Shangai-China
Strength of the relationship between performance and socio-economic background above the OECD average impactStrength of the relationship between performance and socio-economic background not statistically significantly different from the OECD average impactStrength of the relationship between performance and socio-economic background below the OECD average impact
Percentage of variance in performance explained by the PISA index of economic, social and cultural status
Mea
n sc
ore
in re
adin
g
Above-average performanceAbove-average impact of so-cio-economic background
Below-average performanceAbove-average impact of so-cio-economic background
Below-average performanceBelow-average impact of so-
cio-economic background
Above-average performanceBelow-average impact of so-
cio-economic background
Curriculumand structure
SchoolsTeachers
Students
Quality in education
Key policy levers for education reform
Key actors of reform
Discussing key issues
Country visitCapacity building
Team work Consensus
Comparative analysis
Review visit
1. OECD Recommendations
2. Consultation and
engagement
3. OECD Seminar for Leaders in Ed Improvement
Country Specific needs
A strategy for
implementation
Starting point Final
objective
Improving schools: The OECD process
Final objective
A strategy for
implementation
Country visitCapacity building
Team work Consensus
Key actors of reform
Discussing key issues
Comparative analysis
Review visit
Starting point
Country Specific needs
1. OECD Recommendations
2. Consultation and
engagement
3. OECD Seminar for Leaders in Ed Improvement
Improving schools: The OECD process
By drawing upon the OECD’s vast knowledge of international best practices…
…We provide tailored advice in policy design
Knowledge from international
evidence
Review visit: contextualization to
country’s needs
Recommendations, considerations and specific proposals
Final objective
A strategy for
implementation
Country visitCapacity building
Team work Consensus
Key actors of reform
Discussing key issues
Comparative analysis
Review visit
Starting point
Country Specific needs
1. OECD Recommendations
2. Consultation and
engagement
3. OECD Seminar for Leaders in Ed Improvement
Improving schools: The OECD process
Teachers Students
Local authorities Academia
Legislators
Parents
Civil society Private sector
Unions
Head teachers National authorities
...Engaging with key stakeholders is vital
Working together with education
stakeholders to define a clear course of action
Final objective
A strategy for
implementation
Country visitCapacity building
Team work Consensus
Key actors of reform
Discussing key issues
Comparative analysis
Review visit
Starting point
Country Specific needs
1. OECD Recommendations
2. Consultation and
engagement
3. OECD Seminar for Leaders in Ed Improvement
Improving schools: The OECD process
Guidance and learning
Working together
First hand accounts
Action Plan
Capacity building in policy design and implementation of reforms: The OECD Seminar for Leaders in Education Improvement
Generalconferences
Site visits
Team work
Visit to a country with good and
relevant practices
“The Seminar combined excellent lectures by some of the leading educational researchers in the world, with first-hand accounts from central actors in the administration in Ontario, and we visited schools and talked to students, teachers and school leaders and saw for ourselves the impact of policies in schools and classrooms. We also had time to discuss and reach conclusions...”
Kirstin Halvorsen, Minister of Education of Norway
In words of our participants…
17
www.oecd.org/edu/improvingschools
Some examples of tailored advice
2.
Different projects for different needs…
The OECD understands thatdifferent challenges need specific responses…
19REFORM:
TAILORING POLICY RECOMMENDATIONS FOR DIFFERENT COUNTRIES
The Improving Schools Project
Contexts differ, but quality is the main objective…
Mexico•222 350 schools
•1 156 500 teachers
•25 603 600 students
Norway•3 000 schools
•66 520 teachers
•615 900 students
Iceland•483 schools
•9 650 teachers
•88 850 students
20
www.oecd.org/edu/improvingschools
Benefits for countries and conclusions
3.
Benefits for a country •Knowledge from evidence and country practices on support for school improvement
•Evidence based, tailored recommendations for the reform to be implemented
In the short term…
• Implementation of reformsIn the mid term...
• Policy implementation capacity: the OECD Seminar for Leaders in Education Improvement
• A long-term shared perspective of reform among actors
Over the long run…
To conclude…
The 3 key points about this project…
1. Tailored international analysis to your needs
2. Consultation and engagement with key education stakeholder: ownership of reforms
3. Capacity building in implementation of education reforms
Supporting countries’ potential through
education reforms…
Thank you!
For further information: [email protected] [email protected]
www.oecd.org/edu/improvingschools