Education Reforms Across OECD - Trends and Challenges
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How do countries respond to the challenges of education policy making?
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Education Reforms Across OECD - Trends and Challenges
- 1. WENNER-GREN FOUNDATIONS & THE ROYAL SWEDISH ACADEMY OF SCIENCES EDUCATION COMMITTEE SYMPOSIUM RESEARCH AND POLICYMAKING IN EDUCATION STOCKHOLM, 7-10 SEPTEMBER 2016 Education reforms across OECD: Trends and challenges 1 Beatriz Pont Senior Education Policy Analyst, OECD @beatrizpont Stockholm, 8 September 2016
- 2. Education Reforms Across OECD Countries: Trends and Challenges Presentation focus: How do countries respond to the challenges of education policy making? Review education reforms adopted across OECD/Sweden Analyse some of the main challenges Elements for reform strategies to be effective 2
- 3. OECD countries have done more than 450 reforms in 7 years (2008-2014) 3 US: Funding grants Chile: Subsidies for disadvantaged schools Reforms in school leadership and teachers Australia, N. Zealand Support to students from specific populations Japan: Setting national priorities for education Austria: New middle school reform Canada: National commitment to ECEC UK: School improvement Portugal: VET reforms France/Nordics: Teacher training reform With different strategies and options that search for educational improvement … Italy: School evaluation reform UK: Student funding Finland/Nordic: Curriculum reform Mexico: Constitutional Reform Germany: Investing in the future Source: OECD Education Policy Outlook 2015: Making Reforms Happen
- 4. Evaluation and assessment Disadvantaged students and schools Vocational education and training System-level policies Early childhood education and care Governance and funding School Improvement Preparing students for the futureEquity and quality School leaders Learning environments Teachers Tertiary education Upper secondary education Student assessment System level School evaluation System and institution level funding Stakeholder engagement Systemic prioritising Challenge : to select policies that adapt to the context of each education system and reach classrooms and students
- 5. Design of reform Implementatio n of reform Stakeholders Funding Context Political changes Evaluation Data for improvement Invest in teachers/SL Focus on students Challenge: to develop sustainable reforms that reach classrooms in complex political environments
- 6. Equity and Quality Preparing students for the future School Improvement Evaluation and Assessmt Governance Funding 6 Policies that can contribute to improvement (OECD EPO) Systems: how to drive improvement Students: Equity with quality Schools: focus on improvement Source: OECD Education Policy Outlook 2015: Making Reforms Happen
- 7. How are OECD countries using different policy options? Trends in education policy OECD 2008-2014 0% 5% 10% 15% 20% 25% 30% Preparing Students for the Future School Improvement Equity and Quality Evaluation and Assessment to Improve Student Outcomes Funding Governance Distribution of policies adopted by policy lever, 2008-2014
- 8. Trends in OECD education policy 2008-2014: Teachers and equity Distribution of policies adopted by policy option, 2008-2014 8.8% 6.1% 1.9% 5.5% 8.1% 6.8% 8.0% 8.3% 2.8% 13.9% 3.1% 4.3% 4.0% 5.4% 2.9% 2.8% 7.3% 0% 2% 4% 6% 8% 10% 12% 14% 16% Disadvantagedstudents Investingearlyon System-levelpoliciesthat promoteorhinderequity Qualityofsecondary Qualityoftertiary Transitionbetweenschool andwork Vocationaleducationand training Learningenvironments Schoolleadership Teachers Schoolevaluation Studentassessment Systemevaluation Educationpriorities Organisationofdecision makingprocess Economicresourcesin education Useofresources Equity and Quality Preparing Students for the Future School Improvement Evaluation and Assessment to Improve Student Outcomes Governance Funding
- 9. 9 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 OECD average 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 Students: options to support students from disadvantaged or diverse backgrounds
- 10. 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 Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society, TALIS 2014 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) Institutions: quality of teaching
- 11. Students reports of teacher student relations and classrooms conduciveness to learning, PISA 2012 -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 Institutions: Making the content of learning more relevant
- 12. 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 → 12 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) 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) Institutions: evaluation and assessment focused on outcomes
- 13. 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 13 Countries define national strategies or general reforms Systems: steering 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)
- 14. 14 ….Countries are investing in education Students Targeting policies to specific disadvantaged groups and making VET and tertiary education more relevant to labour market needs. Institutions Institutions: Investing in improving the teaching profession and curriculum as well as developing more system evaluation & student assessments. Systems System: Setting policy priorities with concrete objectives or using funding strategically.
- 15. -4 -2 0 2 4 6 8 10 Israel Turkey Mexico Portugal Italy Poland Chile Germany Korea Greece Peru Estonia Switzerland Japan UnitedStates Spain Austria UnitedKingdom OECDaverage2003 Norway Luxembourg Ireland Hungary SlovakRepublic Canada France Belgium Netherlands Denmark Iceland Australia NewZealand CzechRepublic Finland Sweden Annualisedchangeinmathematicsperformance 15 Chile: Subsidies for disadvantaged schools Australia, N. Zealand Support to students from specific populations + Japan: national priorities for education Spain: LOCME Canada: National agreement and commitment to ECEC Portugal: School networks; France/Nordics: Teacher training reform Annualised change in mathematics 15 year olds, PISA 2003-2012 Mathematics score-point difference associated with one calendar year Italy: School Evaluation; curriculum UK: School improv; tudent funding Finland/Nordic: Curriculum reform; ;teachers Mexico: Constitutional Reform Germany: common standards; investing in the future US: Common core Yet, do reforms reach the classroom?
- 16. Are countries adopting coherent educational change strategies ? Coherence Hargreaves & Shirley 4 Way: National vision, prof. collaboration, engagement Hattie: Politics of collaborative expertise and student progression Fullan: Right drivers direction, collaboration, deep learning, account.
- 17. Focusing on countries’ reforms, 2008-2014 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% GrandTotal UK Australia Portugal Slovenia NewZealand Turkey Germany France Belgium Canada Finland Netherlands Spain Austria Ireland Japan Norway Italy CzechRep Denmark Poland Estonia Hungary Korea Sweden Chile Greece Iceland Mexico Lux SlovakRep US Governance Funding School Improvement Evaluation Assessment Preparing Students for Future Equity and Quality
- 18. 18 Messy reality of education reform Policy making strategies Drowned by multiple reforms and programmes. Overlap of policies. Wide range of reform approaches. Vision not clearly stated in many countries (or through curriculum or assessments). Often tied to political changes. Visible. Unclear implementation strategies. Policies: Invest in core areas. School /classroom focus: Countries appear to opt for equity strategies for disadvantaged or school improvement; Teacher policy a clear priority; Curriculum reform for XXI cent; Not investing enough in school leadership . Evaluation Only 10% report evaluation of policy or impact.
- 19. Australian reforms 2008-2014 (07,10, 13) 2008 Smarter Schools National Partnership for Low Socio-economic Status School Communities Closing the Gap: Indigenous Early Childhood Development National Assessment Program – Literacy and Numeracy National Partnership Agreements (Smart Schools) Melbourne Declaration on Educational Goals for Young Australians 2009 National Partnership on Youth Attainment and Transitions VET targets National targets for higher education Australian Early Development Index National Education Agreement Investing in Early Years – National Early Childhood Development Strategy National Agreement for Skills and Workforce Development National Partnership on Improving Teacher quality 2010 National Professional Standards for Teachers Aboriginal and Torres Strait Islander Education Action Plan Higher Education Participation and Partnerships Programme My School website, My Skills and My University website Review of Funding for Schooling Australian Institute for Teaching and School Leadership 2011 Australian Professional Standards for Principals Australian Qualifications Framework Skills Quality Authority Tertiary Education Quality and Standards Agency 2012 The National Quality Framework for Early Childhood Education and Care (NQF) National Foundation Skills Strategy for Adults Advancing Quality in Higher Education The Australian Workforce and Productivity Agency My University website National Partnership Agreement on Skills Reform 2013 National Partnership Agreement on Universal Access to Early Childhood Education (replaced National Partnership on Early Childhood Education - 2008) Accreditation of Initial Teacher Education Programmes Australian Charter for the Professional Learning of Teachers and School Leaders Australian Teacher Performance and Development Framework New Colombo Plan Education Act 2014 Teacher Education Ministerial Advisory Group Upholding-Quality Indicators for Learning and Teaching measures Students First
- 20. Irish reforms 2008-2014 (07,11) Delivering Equality of Opportunity in Schools: Action Plan for Educational Inclusion (DEIS) 2005 Traveller Education Strategy 2006 Survey on Lifeskills in Primary (2009) and Post-Primary Schools (2012) 2009 Project Maths 2010 Intercultural Education Strategy 2010 Springboard programme 2011 Professional development for teachers and school leaders 2011 Initial Teacher Education Criteria and Guidelines for Programme Providers 2011 Higher education reforms 2011 National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-20 2011 Increase in reading instruction 2011 National Strategy for Higher Education to 2030 2011 ICT Action Plan 2012 Standardised assessment in literacy and numeracy 2012 School Self Evaluation: Guidelines for Primary Schools 2012 School Self-Evaluation: Guidelines for Post-Primary Schools 2012 Investing in education infrastructure 2012 Third Level Bursary Scheme – scholarship scheme 2012 Action Plan for Jobs 2012 Procedures for Induction and Procedures and Criteria for Probation 2013 Education and Training Boards Act 2013 SOLAS – New National Education and Training Authority 2013
- 21. 21 Sweden: 2011 reforms New grading scale Upper secondary reform National tests Support for minority language learning Training schools Teacher education reform Selected reforms to shift decline in performance Curriculum reform But no consistency and coherence in reform efforts
- 22. Challenges 1. Need to raise expectations of student performance and develop learning environments that are conducive to learning for all students and address high variability across system 2. Build the capacity of the teaching profession to improve teaching and learning 3. Strenghten accountability and gear evaluation and assessment arrangements to focus on continuous improvement 4. Steer policy and focus on improvement to adapt to current governance structure. Strengths 1. Public commitment to education and to equity is high 2. Recognition of the need for change and general support for recent reforms (e.g. curriculum) 3. Efforts to develop teachers underway (ITE, i.e. first teachers and first subject teachers) 4. Emerging assessment and evaluation culture 5. Decentralisation and autonomy can lead to examples of local good practice Swedish system strengths and challenges OECD
- 23. • Strengthen school evaluation • Monitoring framework • Steer policy (objectives) and accountability focused on improvements • Build capacity for teaching and learning through a long term hr strategy • Establish conditions that promote quality w/ equity across schools Equity and quality Schools: the education profession Evaluation and assessment Steering and account- ability 23 Sweden: policy options for improvement Cohere nce
- 24. 24 24 Norway Wales Sweden Reality of policy making/reform Mexico Time…changes in government…need for results….highly political…need more capacity…uncertain…ever changing….complex implementation strategies…need to be adapted to context
- 25. Design of reform: coherence Implementation Aligned planned Stakeholder engagement Long term investment Favorable edu environment Political context Evaluation Data for improvement Invest in teachers/SL Focus on students Elements of education reform: a balancing act that goes beyond evidence base policy making
- 26. To conclude There is no one model for success. Each education system can reach results combining policies based on evidence and implementation processes adapted to the context and concrete challenge. Key to focus on schools and students; investment in capacity building and engagement of stakeholders. An international overview: can provide elements, principles and support for education reform.
- 27. Thank you! @beatrizpont Beatriz.pont@oecd.org http://www.oecd.org/edu/school/Improving- Schools-in-Sweden.pdf http://www.oecd.org/education/policyoutlook.htm
- 28. Set high expectations for all students building on the existing curriculum. Consolidate support to disadvantaged groups. Review school funding to ensure quality learning opportunities for all students. Revise school choice arrangements to ensure quality with equity. Policy actions: Recommendation 1: Promote quality with equity
- 29. Policy actions: Recommendation 2: Build a high quality teaching profession Create a publicly-funded National Institute of Teacher and School Leader Quality. Review the number and quality of existing teacher education providers. Improve the attractiveness of the teaching and school leadership profession.
- 30. Policy actions: Recommendation 3: Steer policy and accountability focused on improvement Together with key stakeholders define a set of ambitious education priorities. Develop a comprehensive national school improvement strategy. Strengthen school self-evaluation and planning through an agreed set of indicators. Strengthen the School Inspectorate to help shift a culture of administrative compliance to responsibility for improvement.
- 31. Issues for further research… Link between education and adult skills. PIAAC data shows high adult literacy skills. Beyond basic literacy and numeracy: Strong skills in civic engagement and citizenship and in english as a foreign language. Link to economic growth and competitiveness: will it remain highly competitive despite educational decline? Use of ICT: among most connected and innovative societies – strong gap with schools use of ICT.
Notas del editor
- We are going to be reviewing the main education context, situation and challenges so that throughout the course we can review them and provide responses: The aim is that you, as future policy makers in different national and international agencies, institutions, ministries, NGOs have the knowledge and skills to respond.
- 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.
- Discussion on the classification of policies for the trends section
- Across OECD countries, a number of factors have contributed to raise the importance of education policy and of developing the evidence base to support effective reforms. As the economic crisis continues to push policy makers to allocate scarce resources in an effective manner, policy makers need to have the most up to date and evidence based analysis to assist them in providing education systems that are performing as well as possible. The starting point is the increased focus on raising student outcomes across countries. “Skills transform lives and drive economies…….and skills have become the global currency of 21st century economies”. Skills affect peoples’ lives and the well being of nations not only in terms of economic growth and labour market outcomes, but also in terms of social and individual wellbeing (OECD, 2012c). And education is one of the key levers for raising knowledge and skills of our young populations. Ensuring that education and training are of high quality, and that education systems are equitable for all are key levers for improvement (OECD, 2012d). With more information, there is also a growing body of evidence that agrees on the different factors that contribute to education improvement. A number of international reports have reviewed the factors that contribute to quality education (OECD, Hattie, 2009; Fullan, 2010; Levin, 2008, 2010; Heargreaves and Shirley, 2009; Mourshed et al, 2010). While each of these reports adds its own specific focus to the quest for what make good systems perform as they do, many of them agree on the common core policy levers: teaching and teachers, high standards for all students, the wise use of data to follow student progress, capacity building of those engaged in the education process, the key role of school leadership, supporting disadvantaged students and schools and sound policy making. Many of these reports focus on high performing school systems or the analysis of the variables that make a difference in improving school outcomes. They propose ways to motivate education systems towards high performance, and highlight the importance of taking into account the specificities of governance and context to ensure success. But the evidence base is still ad hoc, and there is no systematic and comparative analysis of education policy trends. In addition, much evidence highlights the importance of contextual factors to the definition of policies and their implementation. The political or economic situation and the institutional settings of each country and its education system have a strong influence on the way policies are introduced and sustained. This implies that every policy reform can be different because of the system’s political structure, social, cultural and economic context. Reforms follow different channels in different political contexts: federal systems will have different dynamics than majoritarian or other parliamentary models (OECD, 2010g). In fact, education systems extend from local schools and independent universities to national ministries in capitals. The responsibilities of institutions and different levels of government vary from country to country, as does the relative importance and independence of non-public providers. Policy making needs to a) be aligned to the governance structure and b) take into account the respective responsibilities of different actors (Fazekas and Burns, 2012). Federal systems such as Austria, Australia, Canada, Germany or Switzerland may look for different options to steer the system, as states or provinces have responsibility for delivering education, and therefore require different types of policies or institutional arrangements for their education systems to progress. Because context is key in the process of policy design and implementation, there is no assurance that a specific policy from one country would have similar results in another: results may vary from one education system to another. The Education Policy Outlook series will review how countries respond to their own challenges based on their current realities and context. The following pages present the education policy highlights for four OECD countries to review similarities and differences. They provide food for thought and show that among high and low performers, many share similar challenges but respond differently.
- Equity and quality: Eliminate system level policies that hinder equity and support disadvantaged students and schools. Preparing students for the future: Improve skills up to tertiary and ensure successful transitions to the labour market. School improvement: Strengthen the teaching and school leadership profession and develop positive learning environments. Evaluation and assessment: Develop an integrated evaluation and assessment framework putting students at the center. Governing effectively: Define priorities, ensure effective planning and delivery of policies, enhance local capacity to deliver. Funding: Increase efficiency and effectiveness of funding systems.
- 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).
- 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.
- 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.
- 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
- 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 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.
- Challenge 6: Lack of clarity and different views on education priorities at various levels of the system are diluting school improvement efforts and have led to ‘cherry-picking’ of priorities at the local level. A range of reforms and policies implemented to reverse the decline in performance, but a lack of clear education priorities and a piece meal approach to reform hinders the alignment and coherence and potential impact of various reforms and policies. 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. Research evidence however also shows the benefits of developing a coherent education strategy that deals with various components of the system needing improvements, over time and in a focused manner (OECD, 2010; OECD, 2011) The country has responded through a range of reforms that are aimed at reversing the negative trend in student performance and set the country on a trajectory towards educational excellence. However, more consistent and coherent efforts at the national and local level are required to redress the performance decline and make Swedish commitment to education excellence and equity a reality for schools and their students.
- Equity and quality Diverse student groups Welsh medium poverty Too many incentives Developing professional and social capital Low status of the profession Quality of new candidates No stable CPD Assessment and evaluation Confusing and changing indicators High stakes Reliability? Governance Initiative overload Too many structures around the same objectives
- Equity and quality: Eliminate system level policies that hinder equity and support disadvantaged students and schools. Preparing students for the future: Improve skills up to tertiary and ensure successful transitions to the labour market. School improvement: Strengthen the teaching and school leadership profession and develop positive learning environments. Evaluation and assessment: Develop an integrated evaluation and assessment framework putting students at the center. Governing effectively: Define priorities, ensure effective planning and delivery of policies, enhance local capacity to deliver. Funding: Increase efficiency and effectiveness of funding systems.
- 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.
- Ensure that all students can reach higher levels of performance, by raising and clarifying expectations building on the curriculum, introducing early identification and intervention of failing or at-risk students, and using formative assessment and support for more personalised learning to engage students. Nationally, address systemic practices that can hamper equity by reviewing school and student funding mechanisms to ensure their consistency across municipalities, reviewing school choice arrangements to reduce segregation of students, and including independent schools in municipal planning.
- Ensure that all students can reach higher levels of performance, by raising and clarifying expectations building on the curriculum, introducing early identification and intervention of failing or at-risk students, and using formative assessment and support for more personalised learning to engage students. Nationally, address systemic practices that can hamper equity by reviewing school and student funding mechanisms to ensure their consistency across municipalities, reviewing school choice arrangements to reduce segregation of students, and including independent schools in municipal planning.
- Ensure that all students can reach higher levels of performance, by raising and clarifying expectations building on the curriculum, introducing early identification and intervention of failing or at-risk students, and using formative assessment and support for more personalised learning to engage students. Nationally, address systemic practices that can hamper equity by reviewing school and student funding mechanisms to ensure their consistency across municipalities, reviewing school choice arrangements to reduce segregation of students, and including independent schools in municipal planning.