Early childhood and schools

Attracting, Developing and Retaining Effective Teachers - Update December 2003


Organisation for Economic Co-operation and Development
Directorate for Education
Education and Training Policy Division


We are pleased to inform you of some recent developments in the OECD Teacher Policy Activity, and to alert you to upcoming events.

This news update is being sent to all the people with some involvement with the Activity (including national co-ordinators, authors of country background reports, review team members and colleagues from other international organisations) and the members of the INES Taskforce on Teaching and Learning.

We are sorry that this update is available in English only.

There are 25 countries participating in the Activity, comprising 23 OECD Member countries and two non-Member countries (Chile and Israel). The United States joined the Activity in July.
The participation in the two strands is as follows:

Analytical Review strand (25 countries, comprising 27 background reports)
Australia; Austria; Belgium (Flemish and French communities); Canada (Ontario and Quebec); Chile; Denmark; Finland; France; Germany; Greece; Hungary; Ireland; Israel; Italy; Japan; Korea; Mexico; the Netherlands; Norway; the Slovak Republic; Spain; Sweden; Switzerland; the United Kingdom; the United States.

Thematic Country Review strand (9 countries, comprising 10 thematic review visits)
Austria; Belgium (Flemish and French communities); Germany; Hungary; Italy; Korea; Spain; Sweden; Switzerland.


The National Coordinators are:

  • Australia: Ms. Georgina WEBB (Quality Schooling Branch, Schools Division, Department of Education, Science and Training)
  • Austria: Mr. Josef NEUMÜLLER (Department for International Relations, Ministry for Education and Cultural Affairs)
  • Belgium (Flemish Community): Mr. Guy JANSSENS (Elementary Education, Ministry of Education)
  • Belgium (French Community): Mr. Dominique BARTHELEMY (Direction des Relations Internationales, Ministère de la Communauté française)
  • Canada (Council of Ministers of Education): Ms Sheila MOLLOY, International Programmes, CMEC
  • Canada (Ontario): Mr. Barry PERVIN (Teaching Policy and Program Office, Ontario Ministry of Education)
  • Canada (Québec) : Mme Sylvie TURCOTTE (Direction de la formation et de la titularisation du personnel scolaire, Ministère de l'Éducation)
  • Chile: Ms. Vivian HEYL (Research and Statistics Department, Ministry of Education)
  • Denmark: Mr. Laust Joen JACOBSEN (Centre for Higher Education)
  • Finland: Ms. Maija INNOLA (Department for Education and Science Policy, Ministry of Education)
  • France : Mme Nadine PROST (Délégation aux relations internationales et à la coopération, Ministère de l’éducation nationale)
  • Germany: Mr Michael KRUEGER (Ministry of Education of Hesse)
  • Greece: Mr. George BAGAKIS (Education Research Centre of Greece)
  • Hungary: Mr. László LIMBACHER (Ministry of Education)
  • Ireland: Ms. Emer EGAN (Department of Education and Science)
  • Israel: Ms. Nora COHEN (Ministry of Education) and Ms Ruth ZUZOVSKY (Tel Aviv University)
  • Italy: Ms. Caterina VEGLIONE (Ministry of Education, University and Research)
  • Japan: Mr. Noriyuki TAKESHITA (Educational Personnel Division, Ministry of Education, Culture, Sports, Science and Technology)
  • Korea: Ms. Ee-Gyeong KIM (Centre for Educational Policy Studies, Korean Educational Development Institute)
  • Mexico: Ms. Ruth GUEVARA (Teacher Training Directorate, Ministry of Public Education)
  • Netherlands: Mr. Hans RUESINK (Ministry of Education, Culture and Science)
  • Norway: Mr. Vidar SOLLIEN (The Norwegian Board of Education)
  • Slovak Republic: Mr. Vladislav ROSA (State School Inspection)
  • Spain: Ms. Paz DE LA SERNA (Ministry of Education, Culture and Sport)
  • Sweden: Ms. Annelie STRÅTH and Ms. Ann-Katrin WIREN (Ministry of Education and Science)
  • Switzerland: Mr. Stefan C. WOLTER and Mr Stefan DENZLER (Swiss Coordination Centre for Research in Education)
  • United Kingdom: Ms. Hilary EMERY (Department for Education and Skills)
  • United States: Ms. Kate WALSH (National Council on Teacher Quality)

Country Background Reports are being progressively completed by participating countries and being placed on the Activity's website. Seventeen of the planned 27 reports are now published on the website and it is expected that nearly all the reports will be available by the end of the year.
The CBRs currently available on the website are: Australia; Austria; Belgium (Flemish community); Belgium (French community); Denmark; Finland; France; Ireland; Italy; Korea; the Netherlands; Norway; the Slovak Republic; Spain; Sweden; Switzerland; the United Kingdom.

All the country review visits are now completed. The Country Notes are currently being prepared by each of the review teams, and some drafts have already been sent to national educational authorities for initial feedback. It is expected that all the Country Notes will be finalised by March 2004 and progressively published on the Activity's website.

The schedule and the team composition of the last four reviews were:

Hungary 8-17 June
Phillip McKenzie (OECD), Dale Ballou (Vanderbilt University, United States, rapporteur), Michael Andersen (Danish Evaluation Institute, EVA, Denmark), Ewald Brunner (University of Jena, Germany).

Spain 8-18 June
Yael Duthilleul (OECD Secretariat and The World Bank), Françoise Cros (University Paris V, France, rapporteur), Christian Cox (Ministry of Education, Chile), Kari Kantasalmi (University of Helsinki, Finland).

 Belgium (French Community) 9-17 June
Paulo Santiago (OECD Secretariat), Claude Lessard (University of Montreal, Canada, rapporteur), Jeannot Hansen (Ministry of Education, Luxembourg), Karin Müller Kucera (SRED - Service de la recherche en éducation - Geneva, Switzerland).

Germany 14-26 September
Paulo Santiago (OECD Secretariat), Gábor Halász (National Institute of Public Education, Hungary, rapporteur), Mats Ekholm (National Agency for School Improvement, Sweden), Peter Matthews (Office for Standards in Education - Ofsted, United Kingdom)

The two expert papers have been completed and released on the website in both English and French versions: "The economic cycle and teacher supply" (Peter Dolton et al.); and "School leaders: changing roles and impact on teacher and school effectiveness" (Bill Mulford). The French versions are entitled : "Le cycle économique et l'offre d'enseignants" and "L'évolution des fonctions de direction en milieu scolaire et son incidence sur l'efficacité des enseignants et des établissements".

A final comparative report drawing on all the materials produced by the Activity is now being prepared. The report will provide an international analysis of teacher policy issues and integrate the main themes and findings from the Activity. It will draw attention to effective policy initiatives, provide policy options for governments and other stakeholders to consider, and identify priorities for further work. The preparation of the report is being undertaken in collaboration with the participating countries. It is expected that the report will be finalised in mid-2004 and a wide range of dissemination activities is planned.

The workshop was organised in conjunction with the Education Research Centre of Greece. It was attended by 22 countries, representatives of Eurydice, the European Training Foundation, the World Bank, and OECD's Trade Union Advisory Committee (Education International). It included updates on progress by the OECD Secretariat and participating countries; reports from other international organisations on their work relating to teachers; discussions of the first two commissioned expert papers from the activity; and reflections on some initial findings and issues from the Activity.
The OECD Workshop was preceded by the Conference "Quality of Education - Teachers' Professional Training and Development: The European Union and the South-eastern European Countries" which was hosted by Greece as part of its Presidency of the European Union. It included a workshop based on the OECD Activity: "Improving teacher preparation and professional development: country experiences from an international teacher policy review". Case studies of Ireland, France and Sweden were presented by Ian Murphy, Françoise Cros and Ingrid Holmbäck-Rolander, respectively. Yael Duthilleul prepared an overview of the seminar for inclusion in the conference proceedings.

The fourth workshop of participating countries will be held in Paris at OECD Headquarters on Thursday 29 January and Friday 30 January. The Workshop will focus on the preparation of the final synthesising report, discussion of dissemination activities and possible follow-up projects. It will also provide a review of national and international progress on the Activity, and an update on related work by other international organisations.

OECD Education Ministers will meet on 18-19 March 2004 in Dublin to discuss the theme Raising the quality of learning for all. The main topics for discussion will be: Raising performance levels; Education and social cohesion; and Providing high-quality and effective teachers. The teacher policy Activity is contributing to the documentation for the meeting.

By clarifying different possible futures for schooling the Schooling for Tomorrow activity is helping to deepen understanding of the trends and policies being documented in the teacher policy work. In turn, the Teacher Policy Activity is providing inputs into Schooling for Tomorrow's reflections about the nature of the teaching force, its professional development, and the organisation of teachers' work. Since the first "Schooling for Tomorrow" Forum was held in February 2003 in Poitiers, France, a further publication in the series became available:  Networks of Innovation - Towards New Models for Managing Schools and Systems. The CERI Governing Board in April agreed to continue the analysis of scenarios and methodologies and to explore the potential of indicators of the different scenarios. Operational activities have focused in two directions. First, through continuing close collaboration with a small number of volunteer systems, the Schooling for Tomorrow programme is developing the "Toolbox for Forward thinking, Innovation, and School System Change" (the volunteer systems to date are England, Ontario, Netherlands and New Zealand). The shape and contents of the Toolbox will become clear in the course of 2004. Second, to gain a better understanding of "demand for schooling", a request for the preparation of national reports was circulated to all OECD countries in the autumn of 2003 (EDU/CERI/SFT(2003)12) for completion in the first half of 2004. A seminar on the "personalisation" of learning will also help to clarify the potential for changing relationships between the demand and supply of schooling. Papers from the Poitiers Forum and the subsequent "demand" reports are on the OECD home page, and new sets of papers will be included in preparation for the next Forum in 2004. The dates for this are 6-8th June 2004, to be held in Toronto, Canada.

In 2001 the OECD's Indicators of National Education Systems (INES) project established a Taskforce to develop a strategy for internationally comparable data on teaching and learning. The Taskforce is a joint activity of INES Network A (Educational outcomes) and Network C (School features and processes). The OECD Teachers Activity is collaborating with the Taskforce in its developmental work. The INES Taskforce is in the process of developing proposals for international data collections on teachers and teaching, including a Survey on Teachers. The most recent meeting of the Taskforce was in Paris on 1-2 December.

The results of the recent OECD International Survey of Schools at the Upper Secondary Level (ISUSS), which includes a considerable number of new indicators on teachers, are expected to be published in January 2004. However, a substantial part of the data has been released in the most recent edition of Education at a Glance. All the data tables from Education at a Glance 2003 are available from:


Secretariat staff have made presentations about the project to a wide range of conferences, and to groups of visitors to the OECD.

University of Heidelberg (Germany) students, at OECD (P. Santiago)

Education International, Florence (P. McKenzie)
State Secretary of the Ministry of Research and Education Norway, at OECD (P. McKenzie & P. Santiago)

Chinese Ministry of Education officials, at OECD (P. McKenzie)
Danish Minister for Education, at UNESCO, Paris (P. McKenzie)

Australian School Principals, at OECD (P. McKenzie)
Joint ILO/UNESCO Committee of Experts on the Application of the Recommendations concerning Teaching Personnel (CEART), Paris (P. McKenzie)
EPICE (Institut Européen pour la promotion des Innovations et de la Culture dans l'Education), Belley, France (D. Istance)
Norwegian teacher union officials, at OECD (P. McKenzie)

Attraktiv Skola, Stockholm (P. McKenzie)

Inter-American Development Bank, Washington DC, video conference (P. McKenzie & Y. Duthilleul)

Ministère de la jeunesse, de l'éducation nationale et de la recherche, France (Y. Duthilleul)
European Training Foundation, Turin (D. Istance)
European Union, Athens (Y. Duthilleul)

GEW (Gewerkschaft Erziehung und Wissenschaft) Study Group, at OECD (P. Santiago)

Finnish education officials, at OECD (P. McKenzie)

International Institute for Education Planning, Paris (P. Santiago)

GEW (Gewerkschaft Erziehung und Wissenschaft), Berlin (P. Santiago)

University of Quebec students, at OECD (P. Santiago)
NASUWT (National Association of Schoolmasters Union of Women Teachers), Birmingham (P. Santiago)
Finnish education officials, at OECD (P. McKenzie)

Education International, Potsdam (P. Santiago)

Norwegian Quality Commission, Paris (P. McKenzie & P. Santiago)

Norwegian Parliament, Standing Committee on Education, at OECD (P. Santiago & Y. Duthilleul)

We would like to bring to your attention three recent reports which are relevant to the Activity:

- "The Teaching Profession in Europe: Profile, Trends and Concerns - Working Conditions and Pay", a third report on a series about the teaching profession in lower secondary education, published by Eurydice. An overview of this report was presented to our Workshop in Athens in June. The report can be downloaded from: http://www.eurydice.org/pls/portal/url/page/Eurydice/showPresentation?pubid=040EN

- "Empowering the Teaching Profession and Modernizing School Management", a report prepared by a group of Employers Associations from several European countries. This work had been presented at our Workshop of November 2002. The report can be downloaded from:


- "Institutional Approaches to Teacher Education within Higher Education in Europe: Current Models and New Developments", a book published by UNESCO's European Centre for Higher Education (UNESCO-CEPES). More information on this book can be found at:


We are very pleased to welcome a new staff member to the project: Mr Hiroyuki Hase, who joined OECD in September on secondment from Japan's Ministry of Education, Culture, Sports, Science and Technology.

Don't forget to regularly look at the web page for the Activity to catch up on the latest news and to download recent reports: www.oecd.org/edu/teacherpolicy

We are very aware of the substantial efforts underway in all participating countries by the National Co-ordinators, Data Co-ordinators, members of National Advisory Committees, authors of CBRs and their colleagues. We greatly appreciate your assistance in this major international project.

With best wishes

Abrar Hasan
Phillip McKenzie
Paulo Santiago
Hiroyuki Hase
Yael Duthilleul
Sabrina Leonarduzzi


Related Documents