|
>> Education Indicators in Focus - No. 64 How decentralised are education systems, and what does it mean for schools?
|
School autonomy is popular but also complex and sometimes contentious. Many education systems have increased schools’ autonomy in the hope of achieving greater efficiency and closer adaptation to local needs. In some countries, however, increased autonomy has led to greater pressure on schools and local stakeholders. To be successful, school autonomy needs to be built on a set of key ingredients: a strong national framework and a clear strategic vision, well-adapted school head and teacher training programmes, solid accountability mechanisms, and the creation of a collaborative environment – between and within schools. |
Education Indicators in Focus (EDIF) is a recurring series of briefs that highlight specific indicators in OECD’s Education at a Glance that are of particular interest to policy makers and practitioners.
They provide a detailed look into current issues in pre-primary, primary and secondary education, higher education, and adult outcomes from a global perspective, and contain an engaging mix of text, tables and charts that describe the international context of the most pressing questions in education policy and practice.
You can either access:
| Chapter C: Access to education, participation and progression |
||
| Initial education (children in pre-primary to tertiary education) | ||
| EDIF 33 | Focus on vocational education and training (VET) programmes | Blog |
| EDIF 15 | How are university students changing? | Blog |
| EDIF 19 | What are tertiary students choosing to study? | Blog |
| EDIF 42 | What are the benefits from early childhood education? | Blog |
| EDIF 63 | How do admission systems affect enrolment in public tertiary education? | Blog |
|
Adult education (continuing education, lifelong learning) |
||
| EDIF 26 | Learning Begets Learning: Adult Participation in Lifelong Education | Blog |
| International mobility (student studying abroad) | ||
| EDIF 14 | How is international student mobility shaping up? | Blog |
| EDIF 39 | Blog | |
| Blog | ||
| Transition from school to work (employment and education status) | ||
| EDIF 13 | How difficult is it to move from school to work? |
|
| Chapter D: The learning environment and organisation of schools |
||
| Students' instruction time | ||
| EDIF 22 | How much time do primary and lower secondary students spend in the classroom? | Blog |
| EDIF 38 | How is learning time organised in primary and secondary education? | Blog |
|
Teachers' characteristics |
||
| EDIF 20 | How old are the teachers? | Blog |
| EDIF 40 | Teachers’ ICT and problem-solving skills: Competencies and needs | Blog |
| Teachers' working conditions (teaching/working time, salaries, class size) | ||
| EDIF 21 | How much are teachers paid and how much does it matter? | Blog |
| EDIF 29 | How much time do teachers spend on teaching and non-teaching activities? | Blog |
| EDIF 9 | How does class size vary around the world? | Blog |
| EDIF 53 | How have teachers' salaries evolved and how do they compare to those of tertiary-educated workers? | Blog |
| EDIF 58 | How do primary and secondary teachers compare? | Blog |
| Methodology | ||
| EDIF 36 | What are the benefits of ISCED 2011 classification for indicators on education? | Blog |
See also our series on:
Related Documents