By Date


  • 26-June-2017

    English

    The Funding of School Education - Connecting Resources and Learning

    This report on the funding of school education constitutes the first in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. School systems have limited financial resources with which to pursue their objectives and the design of school funding policies plays a key role in ensuring that resources are directed to where they can make the most difference. As OECD school systems have become more complex and characterised by multi-level governance, a growing set of actors are increasingly involved in financial decision-making. This requires designing funding allocation models that are aligned to a school system’s governance structures, linking budget planning procedures at different levels to shared educational goals and evaluating the use of school funding to hold decision makers accountable and ensure that resources are used effectively and equitably.

    This report was co-funded by the European Commission.

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  • 23-June-2017

    English

    Rethinking the learning environment (OECD Education Today Blog)

    What do innovative learning environments around the world look like? How might they be led and evaluated? What policy strategies stimulate and support them? For the past decade the OECD’s Centre for Education Research and Innovation (CERI) has addressed these and similar questions in an international study called Innovative Learning Environments.

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  • 22-June-2017

    English

    Archived webinar - Transitions from Early Childhood Education and Care to Primary Education

    The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum.

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  • 22-June-2017

    English

    The OECD Handbook for Innovative Learning Environments

    How might we know whether our schools or system are set up to optimise learning? How can we find out whether we are getting the most from technology? How can we evaluate our innovation or think through whether our change initiative will bring about its desired results? Teachers and educational leaders who grapple with such questions will find this handbook an invaluable resource. It draws on extensive reports and materials compiled over a decade by the OECD in its Innovative Learning Environments (ILE) project. Its four chapters – The learning principles; The innovative learning environment framework; Learning leadership and evaluative thinking; and Transformation and change - each contain a concise, non-technical overview introduction followed by a set of tools. The handbook makes good the ILE ambition not just to analyse change but to offer practical help to those around the world determined to innovate their schools and systems.

    “If there has been one lesson learnt about innovating education, it is that teachers, schools and local administrators should not just be involved in the implementation of educational change but they should have a central role in its design.” Andreas Schleicher, OECD Director for Education and Skills.

  • 21-June-2017

    English

  • 21-June-2017

    English

    Priming up for primary school (OECD Education Today Blog)

    Quality transitions that are well-prepared and child centred, managed by highly educated staff who are collaborating professionally, and guided by appropriate and aligned curricula, can go a long way to ensure that the positive impacts of early learning and care will last through primary school and beyond.

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  • 21-June-2017

    English

    Starting Strong V - Transitions from Early Childhood Education and Care to Primary Education

    The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum. Transitions like these enhance the likelihood that the positive impacts of early learning and care will last through primary school and beyond.  While transition policies have been on the agenda of many countries over the past decade, little research has been done into how OECD countries design, implement, manage and monitor transitions. Filling these gaps is important for designing early years’ policies that are coherent, equitable and sustainable.

    This report takes stock of and compares the situation across 30 OECD and partner countries, drawing on in-depth country reports and a questionnaire on transition policies and practices. It focuses on the organisation and governance of transitions; and the policies and strategies to ensure professional, pedagogical and developmental continuity between early childhood education and care settings and schools. The report describes the main policy challenges highlighted by participating countries, along with a wealth of practical strategies for tackling them. The publication concludes with six “cross-cutting” pointers to guide future policy development.

  • 21-June-2017

    English

    Starting Strong 2017 - Key OECD Indicators on Early Childhood Education and Care

    Early childhood education and care (ECEC) can help lay the foundations for future skills development, well-being and learning. Having timely, reliable and comparable international information is essential to help countries improve their ECEC services and systems. For over 15 years, the OECD has been conducting policy analysis and gathering new data on ECEC. For the first time, this report brings together all the key ECEC indicators in one volume. It presents an exhaustive overview of ECEC systems and provision as well as trend data and information on recent reforms. The report takes a hard look at issues such as access and governance, equity, financing, curriculum, the teaching workforce and parent engagement. Key challenges for improving the ECEC sector are identified.
    With around 45 charts and data for the 35 OECD countries and a number of partner countries, the publication also includes a great deal of new material. It offers new data on ECEC provision and intensity of participation for children under the age of three (based on an improved typology of settings). It also presents new indicators on the profile of ECEC staff (e.g. level of qualification, teacher salary and organisation of working time) and on equity in access to ECEC. New PISA 2015 analyses help highlight the relationship between the number of years of ECEC and academic performance at age 15, and the effects of ECEC attendance on health and well-being, and mothers’ employability.

  • 20-June-2017

    English

    PISA in Focus No. 73 - Do students spend enough time learning?

    In some countries and economies, such as Beijing-Shanghai-Jiangsu-Guangdong (China), Qatar,Thailand, Tunisia and the United Arab Emirates, students spend at least 54 hours per week learning at and outside of school combined, whereas in others, like Finland, Germany, Sweden, Switzerland and Uruguay, students spend less than 40 hours studying.

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  • 20-June-2017

    English

    Studying more may not make you a top-performer (OECD Education Today Blog)

    As this month’s PISA in Focus reveals, students spend considerably more time learning in some countries than in others, but this does not necessarily translate into better learning outcomes.

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