Improving Schools: Reviews of National Policies for Education

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