Education World Forum – Launch of the Education Policy Outlook and Education at a Glance Interim Report
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The social consequences of the crisis were still deepening in 2013 especially among the most vulnerable groups such as low-educated young adults Societies with skilled individuals are prepared to respond to the current and future potential crises... More educated people contribute to more democratic societies and sustainable economies, are less dependent on public aid and less vulnerable to economic downturns. Investing in education for all, and in particular for children from disadvantaged backgrounds, is both fair and economically efficient.
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Education World Forum – Launch of the Education Policy Outlook and Education at a Glance Interim Report
- 1. 1 Update of Employment and Educational Attainment Indicators January 2015 Education at a Glance Interim Report:
- 2. The social consequences of the crisis were still deepening in 2013 especially among the most vulnerable groups such as low-educated young adults
- 3. One in six younger adults have not reached upper secondary education Educational attainment among younger (25-34 year-olds) adults (2013) 52 52 39 39 35 34 27 27 23 21 18 18 18 17 16 15 15 14 14 14 13 13 13 13 12 11 11 10 9 9 9 7 6 6 6 6 6 2 25 23 31 45 24 40 50 33 54 39 39 41 36 43 47 42 41 40 38 38 46 36 60 56 44 64 45 47 46 51 47 35 64 52 65 37 57 31 22 25 29 15 41 26 23 40 22 41 43 41 47 40 37 43 44 46 48 48 41 51 27 31 44 25 45 43 45 40 45 58 30 42 29 57 37 67 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Turkey Mexico Portugal Brazil Spain Colombia Italy Iceland Chile NewZealand Belgium Denmark Norway OECDaverage Greece Netherlands France Australia Luxembourg UnitedKingdom Latvia Ireland Germany Hungary Estonia Austria UnitedStates Switzerland Israel Finland Sweden Canada SlovakRepublic Poland CzechRepublic RussianFederation Slovenia Korea Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary
- 4. There is a larger proportion of young men with low qualifications compared to young women Chart 1.2 Percentage of younger adults (25-34 year-olds) with attainment below upper secondary education, by gender (2013) 0 5 10 15 20 25 30 35 40 45 50 55 60 Portugal Spain Brazil Denmark Latvia Estonia Italy Iceland Greece Colombia Australia Norway Luxembourg Israel Netherlands Belgium Ireland Finland OECDaverage Canada UnitedStates France Slovenia Poland RussianFederation Sweden NewZealand Chile UnitedKingdom Hungary Germany CzechRepublic Korea SlovakRepublic Mexico Switzerland Austria Turkey Men Women%
- 5. Almost one in five 20-24 year-olds is NEET Chart 3.1 Distribution of 20-24 year-olds not in education, by work status (2013) 49 47 54 33 46 52 43 45 49 26 45 44 35 30 46 37 33 42 33 35 36 34 21 33 19 29 36 34 28 37 36 32 26 19 22 11 5 7 9 10 5 7 6 4 17 5 6 4 13 5 11 14 7 16 13 10 11 25 8 26 16 8 8 12 4 4 5 5 10 6 15 20 12 27 9 6 12 10 7 17 9 7 19 13 5 8 8 5 5 6 9 7 8 8 7 6 6 8 8 6 6 0 8 4 2 0 10 20 30 40 50 60 70 80 Colombia Mexico Israel Turkey UnitedKingdom Austria UnitedStates NewZealand Norway Italy Australia Canada Korea Hungary Switzerland Belgium Ireland Sweden SlovakRepublic France OECDaverage Latvia Spain Estonia Greece Portugal CzechRepublic Finland Poland Germany Netherlands Iceland Denmark Slovenia Luxembourg Employed Unemployed Inactive %
- 6. Employment rates increase with education in all countries On average across OECD countries the employment rate of 25-64 year-olds without an upper secondary qualification was 55%, and 83% for those with a tertiary education. More tertiary educated young men are employed but more women have tertiary credentials 87% of tertiary-educated men are employed versus 78% of tertiary educated women. Even if employment is higher among tertiary educated men, 25-34 year-old women have consistently higher tertiary attainment rates . 6
- 7. Employment rates increase with education in all countries Chart 2.1 Employment rates among adults (25-64 year-olds) by educational attainment (2013) 0 10 20 30 40 50 60 70 80 90 100 Greece Spain Turkey Korea Italy SlovakRepublic Mexico Ireland Hungary Portugal UnitedStates Japan Canada RussianFederation OECDaverage Estonia Australia Colombia Slovenia Finland Belgium Chile France UnitedKingdom Poland Luxembourg CzechRepublic Brazil Israel Latvia NewZealand Denmark Austria Germany Netherlands Switzerland Sweden Norway Iceland Tertiary education Upper secondary or post-secondary non-tertiary Below upper secondary%
- 8. 88 Education Policy Outlook Making Reforms Happen Education systems perform differently, policy can make a difference…
- 9. AustraliaAustria Belgium Canada Chile Czech Rep. Denmark Estonia Finland France Germany Greece Hungary Iceland Ireland Israel Italy Japan Korea Luxembourg Mexico Netherlands New Zealand Norway Poland Portugal Slovak Rep. Slovenia Spain Sweden Switzerland Turkey UK US Australia Austria Belgium Canada Chile Czech Rep. Denmark Estonia Finland France Germany Greece Hungary Iceland Ireland Israel Italy Japan Korea Luxembourg Mexico Netherlands New Zealand Norway Poland Portugal Slovak Rep. Slovenia Spain Sweden Switzerland Turkey UK US Socially equitable distribution of learning opportunities High mathematics performance Low mathematics performance Strong socio-economic impact on student performance
- 10. AustraliaAustria Belgium Canada Chile Czech Rep. Denmark Estonia Finland France Germany Greece Hungary Iceland Ireland Israel Italy Japan Korea Luxembourg Mexico Netherlands New Zealand Norway Poland Portugal Slovak Rep. Slovenia Spain Sweden Switzerland Turkey UK US Australia Austria Belgium Canada Chile Czech Rep. Denmark Estonia Finland France Germany Greece Hungary Iceland Ireland Israel Italy Japan Korea Luxembourg Mexico Netherlands New Zealand Norway Poland Portugal Slovak Rep. Slovenia Spain Sweden Switzerland Turkey UK US Singapore Shanghai Singapore 2003 - 2012
- 11. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 12 We need education policy reforms that improve outcomes 1 … our schools today are our economy tomorrow Better education can shape economic prosperity… Bringing all countries up to the performance of Finland would result in financial gains of USD 260 trillion over the lifetime of today’s 15-year-olds. Societies with skilled individuals are prepared to respond to the current and future potential crises... • More educated people contribute to more democratic societies and sustainable economies, are less dependent on public aid and less vulnerable to economic downturns. • Investing in education for all, and in particular for children from disadvantaged backgrounds, is both fair and economically efficient.
- 12. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 1313 Education Policy Outlook in brief Identifies common trends among the more than 450 reforms adopted between 2008 and 2014 across countries Education policy is not only about design: implementation and follow up are vital for success of reforms The Outlook aims to support policy makers and others to make reform happen Looks at education reforms across 34 OECD countries that can touch the lives of more than 150 million students…
- 13. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 1515 There are clear common policy trends across countries Policies implemented across OECD countries, 2008-14 0 5 10 15 20 25 30 35 Equity and quality Preparing students for the future School improvement Evaluation and assessment Governance Funding % Students: Raising Outcomes Institutions: Enhancing quality Systems: Governing effectively
- 14. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 16 Making effective reforms happen is key 1 6 Funding grants Subsidies for disadvantaged schools Reforms in school leadership and teachers Support to students from specific populations Setting national priorities for education New middle school reform National commitment to ECEC School improvement VET reforms Teacher training reform OECD countries are using different policy options to improve their education systems… School evaluation reform Student funding But only around 1 in 10 reforms reported evaluation to gauge impact
- 15. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 17 We need education policy reforms that improve outcomes 1 Students: Raising Outcomes 1) Investing in quality and equity (16% of reforms reported): Targeting policies to specific disadvantaged groups (e.g. New Zealand, England, France), and investing early on in ECEC (e.g. Australia, Poland and Korea). 2) Preparing students for the future (29% of reforms reported): Focusing on VET (e.g. Portugal, Denmark and Sweden) & tertiary education (e.g. Belgium, Fl. & Hungary).
- 16. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 1818 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 Estonia Iceland Korea Turkey Norway Canada Mexico UnitedKingdom Finland Italy Sweden Japan Netherlands UnitedStates Slovenia Greece Switzerland Ireland Australia OECDaverage Poland Spain CzechRepublic Portugal Austria Denmark Chile Luxembourg Germany Belgium Israel France NewZealand Hungary SlovakRepublic Ratio Increased likelihood of students in the bottom quarter of the ESCS index scoring in the bottom quarter of the mathematics performance distribution Increased likelihood of immigrant students scoring in the bottom quarter of the mathematics performance distribution Students from disadvantaged or diverse backgrounds face higher risk of low performance (PISA) Source: OECD, PISA 2012 Database, Table II.2.4a and Table II.3.4a. New Zealand: Policies to support Māori/Pasifika populations (2008-13) Finland: National Core Curriculum for Instruction Preparing Immigrants for Basic Education (2009) France/Portugal: Education Priority Zones Chile: Law on Preferential Subsidies (2008) Austria: New middle school reform Germany: National Action Plan on Integration (2011) ECEC: Poland, Korea, Australia, Italy, Nordic Countries, Slovenia, United States…. UK England: Pupil premium
- 17. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 1919 Prioritising vocational education and training (VET) 0 20 40 60 80 100 Canada Mexico Korea Japan Hungary NewZealand Chile Ireland Greece Iceland Estonia UnitedKingdom Israel Portugal Turkey1 France Spain OECDaverage Denmark Poland Germany Sweden Australia Norway Italy Luxembourg Switzerland Slovenia Netherlands Finland SlovakRepublic CzechRepublic Belgium Austria % General Pre-vocational Vocational Enrolment of upper secondary students in pre-vocational or vocational programmes Denmark: VET with academic exam (2010); Better More attractive VET (2014) Portugal: National Integrated Strategy(2012-14) Italy: Governance & Higher Technical Institutes (2011) New Zealand: Trades Academies(2009) Germany: Information & transitions into Tertiary Japan: Guidelines for enhancing provision Luxembourg: VET Reform (2008) Canada: Apprenticeship grants (2007-)
- 18. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 21 We need education policy reforms that improve outcomes 2 Institutions: Enhancing quality 3) Supporting school improvement (24% of reforms reported): Investing in improving the teaching profession (e.g. Finland, France) and revising curricula (Scotland (UK), Japan , Finland) 4) Strengthening evaluation and assessment (12% of reforms reported): System evaluation (e.g. Italy) & student assessments (e.g. Australia).
- 19. 0 10 20 30 40 50 60 70 80 90 100 Korea Finland Mexico Alberta(Canada) Flanders(Belgium) Netherlands Australia England(UK) Israel UnitedStates Chile Average Norway Japan Denmark Poland Iceland Estonia Brazil Italy CzechRepublic Portugal Spain Sweden France SlovakRepublic Percentageofteachers Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 22 Improving the quality and delivery of education in schools 22 Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society, TALIS 2014 22 Netherlands: Teachers’ Programme 2013-20 (2013) Australia: Institute for Teaching and School Leadership (2010) Finland: OSAAVA programme (2010-16) New Zealand: Teacher standards and Registered Teacher Criteria (2010-13) United States: Teacher Quality Partnership Programme (2012) France: Reform of teacher training programmes (2013) Korea: Evaluation system (2010) Mexico: Teacher Professional Service (2013)
- 20. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 23 Developing learning environments23 Students reports of teacher student relations and classrooms conduciveness to learning, PISA 2012 23 -0.5 -0.4 -0.3 -0.2 -0.1 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 Mexico Portugal Canada Iceland UnitedStates Chile Turkey UnitedKingdom Denmark Australia Switzerland NewZealand Sweden Israel Ireland OECDaverage Spain Hungary Luxembourg Estonia Finland Belgium Korea Greece Norway Austria Netherlands Italy CzechRepublic Japan France SlovakRepublic Germany Slovenia Poland Mean index Index of teacher-student relations Index of disciplinary climate Japan: Course of Study UK: Curriculum for Excellence (Scotland), and National Literacy and Numeracy (Wales, 2013) Slovenia: Updated curricula (2012) Denmark: National Common Objectives (2009) Finland: Curriculum reform (2014) Italy: Curriculum guidelines (2012) Sweden: New curriculum (2011) France: Redistribution of learning time
- 21. 0 10 20 30 40 50 60 70 80 90 100 OECD Greece100 Portugal100 Netherlands99 Poland99 France97 Belgium97 Germany96 Canada100 Spain99 Austria96 Luxembourg95 SlovakRepublic… Finland99 Slovenia98 Mexico99 Japan99 Chile100 Italy99 Switzerland94 Estonia99 Israel100 CzechRepublic93 NewZealand100 OECDaverage98 Hungary94 UnitedKingdom… Australia100 Ireland100 UnitedStates99 Korea95 Turkey97 Sweden94 Iceland100 Denmark99 Norway98 % To make decisions about students’ retention or promotion % To monitor the school’s progress from year to year To identify aspects of instruction or the curriculum that could be improved → Source: OECD, PISA 2012 Database, Table IV.5.5. OECD, PISA 2012 Database, Table IV.5.6. Most common uses of student assessments according to school principals (2012) Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 2424 Enhancing evaluation and assessment to improve student outcomes Australia: NAPLAN Student assessment, My School, My Skills and My University Chile: National Quality of Education Agency National Standardised Assessments: Austria; Czech Republic; Denmark; Ireland; Italy, Spain, Sweden, UK (Wales) Norway: Assessment for Learning (2010)
- 22. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 25 We need education policy reforms that improve outcomes 2 Systems: Governing effectively 5) Steering policy setting priorities and funding effectively by: setting clear policy priorities (9%) (e.g. Denmark) with concrete objectives or using funding strategically (11%) (e.g. Germany, United States).
- 23. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 2626 Steering education systems towards higher performance Increasingly complex policy-making environments Central Austria Czech Republic France Greece Hungary Israel Italy Luxembourg Portugal Turkey Central with local Chile Denmark Estonia Finland Iceland Japan Korea Norway Poland Slovak Republic Slovenia Sweden Central with schools Ireland Netherlands New Zealand Shared central agreed with regional Mexico Spain Decentralised Australia Canada Belgium Germany Switzerland United Kingdom United States
- 24. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 2727 Steering education systems towards higher performance Increasingly complex policy-making environments Central Austria Czech Republic France Greece Hungary Israel Italy Luxembourg Portugal Turkey Central with local Chile Denmark Estonia Finland Iceland Japan Korea Norway Poland Slovak Republic Slovenia Sweden Central with schools Ireland Netherlands New Zealand Shared central agreed with regional Mexico Spain Decentralised Australia Canada Belgium Germany Switzerland United Kingdom United States Many countries defined general education strategies or priorities Estonia: LLL strategy 2014-2010 Denmark: Denmark that stands together (2011); Folkeskole reform (2013) Mexico: Pact for Mexico (2012); Constitutional Reform (2012-13) Canada: Learn Canada 2020 (2008)
- 25. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 29 Making effective reforms happen 2 9 School improvement Quality and equity Preparing students for the future Evaluation and assessment Governance Funding Next steps: to make them work for all and for good.
- 26. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 3030 Key factors for effective implementation of education policy Placing the student and learning at the centre Capacity-building Leadership and coherence Policy evaluation Reforms are specific to country’s education system context Stakeholder engagement
- 27. Education Policy Trends • Policy options across different policy levers Implementation of Reforms • Key factors to support effective implementation Country Snapshots • 34 individual country reform stories The Education Policy Outlook reviews trends and implementation to help make the policy choices #OECDEPO @oecd.org www.oecd.com/edu/policyoutlook.htm 3
- 28. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 32 Searching for policies adopted across OECD countries 32 Education Policy Outlook Reforms Finder presents policies collected: http://www.oecd.org/edu/reformsfinder.htm
- 29. Find out more about the Education Policy Outlook Series at www.oecd.com/edu/policyoutlook.htm #OECDEPO @oecd.org 3
Hinweis der Redaktion
- Chart 1.1 Note: Data for Japan are not displayed because disaggregation between below upper secondary education and upper secondary or post-secondary non-tertiary level is not available. Data for the Russian Federation refer to 2012. Data for Chile refer to 2011. Countries are ranked in ascending order of the proportion of 25-34 year-olds with attainment below upper secondary education. Source: OECD. Table 1.4. See Annex for notes (www.oecd.org/edu.eag.htm).
- Chart 1.2 Note: Data for Japan are not displayed because disaggregation between below upper secondary education and upper secondary or post-secondary non-tertiary level is not available. Data for the Russian Federation refer to 2012. Data for Chile refer to 2011. Countries are ranked in descending order of the difference in the proportion of 25-34 year-old men with attainment below upper secondary education and the proportion of 25-34 year-old women with attainment below upper secondary education. Source: OECD. Table 1.4. See Annex for notes (www.oecd.org/edu.eag.htm).
- Chart 3.1 Note: Data for 20-24 year-olds are not available for Japan. Countries are ranked in ascending order of the proportion of 20-24 year-olds in education. Source: OECD. Table 3.3. See Annex for notes (www.oecd.org/edu.eag.htm).
- Chart 2.1 Note: Data for below upper secondary education are not available for Japan. Data for the Russian Federation refer to 2012. Data for Chile refer to 2011. Countries are ranked in ascending order of the employment rates of 25-64 year-olds with tertiary qualifications. Source: OECD. Table 2.2. See Annex for notes (www.oecd.org/edu.eag.htm).
- Strength of ESCS on performance (% variance explained) and maths performance 2012 Size of bubbles shows spending levels
- Strength of ESCS on performance (% variance explained) and maths performance 2012 Size of bubbles shows spending levels
- Total volume of world trade increased tenfold: USD 334 billion in 1970 USD 3 910 billion in 2010 Social networking and changing interactions: 552 million people use Facebook every day Migrants represent 11.5% of the population in the OECD
- Total volume of world trade increased tenfold: USD 334 billion in 1970 USD 3 910 billion in 2010 Social networking and changing interactions: 552 million people use Facebook every day Migrants represent 11.5% of the population in the OECD
- Move to before 12
- The recovery from the financial crisis has been slow and national governments are working hard to tackle unemployment, address inequality and promote competitiveness. Increasingly they are turning to education in seeking to restore long-term and inclusive economic growth.
- Investing in equity and quality, with 16% of reforms: Countries especially focus on disadvantaged students and on ECEC. Examples of policies to enhance equity include New Zealand’s range of policies to support Maori and Pasifika Island populations, England’s pupil premium or France’s priority education programmes. Australia and Poland introduced reforms aimed for universal coverage in ECEC and Korea introduced the “Nuri Curriculum” to improve wellbeing. 2) Preparing students for the future has been a priority, with 29% of reforms in this area: Countries most focused on Vocational Education and Training (VET) and tertiary education. Portugal adopted a national VET strategy, and Denmark and Sweden have reformed their VET systems and there were many new curricula all aiming to strengthen links to the labour market. Flanders (Belgium) and Hungary introduced new short-degree cycles.
- Context: Between 2007 and 2010, the average relative income poverty in OECD countries (i.e. the share of people living with less than half the median income of their country annually) rose from 12.8% to 13.4% among children (0-18) (OECD, 2014b). On average in OECD countries, students from low socio-economic backgrounds tend to have a greater probability of being low performers in mathematics (2.15), as do students from immigrant backgrounds (1.71) (Figure 2.3). Across OECD countries, students’ background accounts for 14.8% of the variance in mathematics performance of 15-year-olds, according to the PISA index of economic, social and cultural status, with variations that range from 7.4% in Norway to 24.6% in the Slovak Republic (2012) (Chapter 1, Figure 1.3). Many education systems also struggle to provide quality education to groups that are difficult to reach (e.g. Roma, Travellers, Aboriginals and Torres Strait Islander People, and Indigenous communities).
- VET plays a central role in raising student outcomes: Improve the overall quality and equity of education systems Support raising employability among youth and the low skilled At least 70% of upper secondary students in Austria, Belgium, the Czech Republic, Finland and the Slovak Republic are enrolled in pre-vocational or vocational programmes, while in Greece, Japan, Korea, New Zealand and the United Kingdom, it is less than 30% (Figure 3.2). In most countries, more tertiary students enter tertiary type-A programmes (theory-based programmes) although in Belgium, Chile, Korea, and New Zealand, entry rates for tertiary-type B programmes (technical programmes) are more than 35% compared to the OECD average of 18% (OECD, 2014a).
- 3) Supporting school improvement (investing in teachers, teaching and learning), with around 24% reforms: countries focused strongly on teachers and curriculum. Finland introduced systematic professional development for school staff, including leaders (OSAAVA). France reformed teacher-training with new schools combining practical and theoretical training. The Curriculum for Excellence in Scotland (United Kingdom), revised curriculums in Japan and Finland are examples. 4) Strengthening evaluation and assessment (standards, measuring and accountability for improvement 12%), with more focus on system evaluation and on student assessments. For example, Italy introduced a school self-evaluation and external evaluation tool (VALES). Student assessment policies have included national standards and standardised assessments at different grade levels. Australia launched the National Assessment Program – Literacy and Numeracy (NAPLAN) with yearly student assessments at different levels.
- Figure 7.3
- Figure 7.3
- The use of evaluation and assessment is increasing across OECD countries. Evaluation and assessment tools seek to achieve three objectives: 1) measure student progress; 2) evaluate performance of the key factors that improve student outcomes; and 3) provide evidence-based feedback on how to move forward. According to PISA, student assessments have increasingly been used across OECD countries between 2003 and 2012 to monitor schools’ progress, as well as to identify aspects of the curriculum to be improved. Across the OECD, a majority of 15-year-old students are in schools where the principal reported that assessment results are used to inform parents on their child’s progress, to monitor schools’ progress and to identify areas of the curriculum to improve, although this varies by country. In using data to guide improvement, countries face two challenges: balancing accountability and improvement, and ensuring the capacity of education stakeholders to develop and use evaluation.
- Countries are setting clear policy priorities with concrete objectives (8.5% of reforms) or using funding strategically (10.7% of reforms). The Danish Folkeskole (public school) reform aimed to raise standards and modify learning time. Funding reforms have also been widespread, either with system-level funding strategies such as the German Investing in the Future Act or the United States Race to the Top, or targeted institution or individual level funding.
- Education policy-making environments have become increasingly complex, due to increased decentralisation and institutional autonomy, greater accountability, and reduced public budgets. Furthermore, educational contexts and institutional and policy approaches vary depending on each country’s historical development and political and institutional frameworks, as do distribution and approaches to education funding. Steering education systems is a significant challenge for education policy makers.
- For example, the Danish Folkeskole reform was designed to raise standards for public schools, simplify the Danish Common Objectives, modify the distribution of learning opportunities and open up schools to their communities. Japan’s Basic Plan for the Promotion of Education set the priorities and course of action for the Ministry. At the local level, some countries have reorganised school networks or local governance arrangements, as in Estonia.
- The recovery from the financial crisis has been slow and national governments are working hard to tackle unemployment, address inequality and promote competitiveness. Increasingly they are turning to education in seeking to restore long-term and inclusive economic growth.
- The analysis of the different policy issues in this chapter indicate key factors for effective implementation include: 1) putting the student and learning at the centre; 2) capacity-building; 3) leadership and coherence; 4) stakeholder engagement; and 5) policy evaluation. These factors are explored in the introduction and in the sections on reforms in evaluation and assessment and in innovative learning environments. The analysis is enriched with country examples. Engagement of stakeholders is further developed in the final two sections of the chapter based on surveys implemented by both the OECD Teacher Union Advisory Committee (TUAC) and the OECD Business and Industry Advisory Committee (BIAC). Research shows there is no single model for success in implementation of education reforms. Factors such as the history of the country’s education system, institutional and political settings, existing policies, teachers’ beliefs and competences will influence how policies are interpreted and implemented in the local context.
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