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  • 7-October-2020

    English

    OECD Skills Strategy Implementation Guidance for Latvia - Developing Latvia’s Education Development Guidelines 2021-2027

    In order to pave the path to future success, Latvia has developed its Education Development Guidelines 2021-2027, which identifies key policy initiatives that are critical for skills development. The Guidelines outline how Latvia will equip its citizens with skills to flourish in work and in society. Evidence on the strengths and weaknesses of Latvia’s education and skills systems has informed the prioritisation of relevant policies in the Guidelines. A wide range of Latvian actors across ministries, levels of government, education and training providers, employers, trade unions, the non-profit sector and learners have been involved in the development of the Guidelines, demonstrating their commitment to work together to implement these initiatives. Looking to the future, more can be done to position Latvia to successfully implement the policy priorities and reach the targets encompassed by the Guidelines. As the COVID-19 crisis has reminded us, the future is uncertain and therefore all plans must be designed to be responsive and adaptable to overcome future challenges and seize future opportunities. Building on the OECD Skills Strategy Assessment and Recommendations phase, the Implementation Guidance phase has supported Latvia in the development of the Education Development Guidelines 2021‑2027 by providing guidance on selecting policy actions, improving Latvia’s indicator system, and selecting performance indicators.
  • 5-October-2020

    English

    Achieving the New Curriculum for Wales

    Wales (United Kingdom) is on the path to transform the way children learn, with a new curriculum aimed to prepare its children and young people to thrive at school and beyond. The new curriculum for Wales intends to create a better learning experience for students, to engage teachers’ professionalism, and to contribute to the overall improvement of Welsh education. An education policy is only as good as its implementation, however, and Wales turned to the OECD for advice on the next steps to implement the curriculum. This report analyses the progress made with the new curriculum since 2016, and offers suggestions on the actions Wales should take to ready the system for further development and implementation. The analysis looks at the four pillars of implementation — curriculum policy design, stakeholders' engagement, policy context and implementation strategy — and builds upon the literature and experiences of OECD countries to provide tailored advice to Wales. In return, the report holds value not only for Wales, but also for other education systems across the OECD looking to implement a curriculum or to enhance their implementation processes altogether.
  • 5-October-2020

    English

    Achieving the new curriculum for Wales

    Wales (United Kingdom) is on the path to transform the way children learn, with a new curriculum aimed to prepare its children and young people to thrive at school and beyond. The new curriculum for Wales intends to create a better learning experience for students, to engage teachers’ professionalism, and to contribute to the overall improvement of Welsh education. An education policy is only as good as its implementation, however, and Wales turned to the OECD for advice on the next steps to implement the curriculum. This OECD Education Policy Perspectives summarises the findings of the complete OECD report Achieving the New Curriculum for Wales. The analysis looks at the four pillars of implementation — curriculum policy design, stakeholders' engagement, policy context and implementation strategy — and builds upon the literature and experiences of OECD countries to provide tailored advice to Wales on the actions it could take to ready the system for further development and implementation. This document holds value not only for Wales, but also for other education systems across the OECD looking to implement a curriculum or to enhance their implementation processes altogether.
  • 2-October-2020

    English, PDF, 848kb

    TALIS 2018 Country Note Volume II - Iceland

    The OECD Teaching and Learning International Survey (TALIS) is an international, large-scale survey of teachers, school leaders and the learning environment in schools. This note presents findings based on the reports of lower secondary teachers and their school leaders in mainstream public and private schools.

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  • 30-September-2020

    English

    Inclusion of Roma students in Europe - A literature review and examples of policy initiatives

    Despite the international commitment to Roma social inclusion from 2005 onwards, the overall situation has not significantly changed. In education, important achievements have been reached, mainly in terms of access to primary. Yet, Roma students still lag behind. This paper maps policy initiatives for Roma inclusion in European education systems, analyses remaining challenges and explores policy perspectives. It first describes European countries’ conceptualisation and categorisation of ethnic groups. In doing so, it differentiates colour-blind countries that prohibit diversity data and prioritise integrated approaches in policymaking, and countries that collect such data and use targeted approaches. This work then identifies initiatives aimed at improving Roma students’ inclusion and recurrent challenges, such as segregation in education and anti-Gypsyism. The few evaluations available indicate that best practices are those that (1) combine mainstream and targeted approaches; (2) are community-based, with a genuine participation of Roma; (3) are conscious of cultural disparities; and (4) adopt an intercultural approach.
  • 29-September-2020

    English

    PISA 2018 Results (Volume V) - Effective Policies, Successful Schools

    The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries. This is one of six volumes that present the results of the PISA 2018 survey, the seventh round of the triennial assessment. Volume V, Effective Policies, Successful Schools, analyses schools and school systems and their relationship with education outcomes more generally. The volume covers school governance, selecting and grouping students, and the human, financial, educational and time resources allocated to teaching and learning. Trends in these indicators are examined when comparable data are available.
  • 29-September-2020

    English

    Were schools equipped to teach – and were students ready to learn – remotely?

    The COVID-19 crisis continues to impact education globally. According to UNESCO in mid-April 2020, 194 countries had closed schools nationwide, affecting almost 1.6 billion learners. By August 2020, there were still 105 country-wide closures affecting over a billion learners. Many educators have worked hard to sustain student learning and well-being. The form, intensity and success of those efforts vary across countries/economies, but digital technologies have emerged as a crucial prerequisite for success. Digital technologies offer the potential to provide new opportunities and alternative approaches for learning. They can shape what people learn, how they learn, where they learn and when they learn and, especially, the type of interactions between teachers and students. However, the COVID-19 crisis arose at a time when most education systems were unprepared to make the most of the potential of digital technologies. This PISA in Focus looks at how prepared schools and students were to be learning remotely.
  • 29-September-2020

    English

    New OECD PISA report reveals challenge of online learning for many students and schools

    The COVID-19 pandemic has led to school closures across the world and forced teachers and students in many countries to adapt quickly to teaching and learning online. But a new OECD PISA report reveals wide disparities both between and within countries in the availability of technology in schools and of teachers’ capacities to use ICT effectively.

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  • 24-September-2020

    English

    Professional collaboration as a key support for teachers working in challenging environments

    Teachers’ work is multifaceted and dynamic. They frequently encounter students with different needs, such as different ability levels and learning styles, and frequently need to give students feedback or interpersonal support. The COVID-19 pandemic has posed new challenges, as teachers have had to communicate with their students, facilitate learning processes and monitor students’ learning without being physically present. While teachers’ interactions with their students lie at the heart of the teaching and learning process, their relationships and interactions with their colleagues constitute a key professional dimension that has also been seriously affected by the pandemic. Collaboration with colleagues allows teachers to learn from each other’s expertise, share knowledge within their professional community and, ultimately, improve the instruction and support they can give to their students.
  • 24-September-2020

    English

    The Future for Low-Educated Workers in Belgium

    The world of work is changing as a result of technological progress, globalisation and population ageing. The future of work holds many opportunities, but also presents distinct risks which tend to be greater for some population sub-groups, including low-educated workers. This report documents how the labour market for low-educated workers in Belgium has evolved in recent years and what the future might hold for them in terms of both job quality and quantity. Based on comparisons with neighbouring countries, the report seeks to provide policy advice to ensure that low-educated workers are not left behind by the changes that lie ahead.
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