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Implementing Education Policies

The OECD's project Implementing policies: supporting change in education provides tailored support to countries, produces comparative research and organises peer learning events to help policy makers consider and define strategies for effective education change.


The OECD Implementing Education Policy team works to bridge the gap between education policy and practice in schools through peer learning opportunities and tailored support for countries for effective education change. 

LATEST: An implementation framework for effective change in schools

Our Implementation of education policy insights and toolkits help to give advice based on up-to-date research on how governments can best design the education policy implementation process for success as well as what strategies are suited to particular policies.

For more information, see: Areas of work - Education policy insights and toolkits.

LATEST: Education responses to COVID-19: an implementation strategy toolkit

Learn how different countries approach their education policy implementation challenges. We provide tailored support to individual education systems advising governments on how best to manage education change in their context.

For more information on the work that we have undertaken to date, see: Areas of work - Specific country work

Contact us to find out more.

LATEST: Improving school quality in Norway 2020: Progress with the Competence Development Model

Areas of work

Methodology

The OECD programme Implementing Policies: Supporting Effective Change in Education offers peer learning and tailored support for countries and jurisdictions to help them achieve success in the implementation of their education policies and reforms. Tailored support is provided on topics the OECD Directorate for Education and Skills has comparative expertise in, including: introducing new curricula, developing schools as learning organisations, teacher policy, monitoring, evaluation, assessment and accountability systems and building educational leadership capacity, among others. The tailored support consists of three complementary strands of work that aim to target countries’ and jurisdictions’ needs to introduce policy reforms and ensure impactful changes in schools and classrooms:

 

  • Policy assessments take stock of reforms, policies and change strategies. The resulting report consists of an analysis of current strengths and challenges and provides concrete recommendations for enhancing and ensuring effective education implementation of the policy analysed. It follows a concrete methodology: countries complete a policy and implementation questionnaire, OECD undertake a desk study of policy documents, data and research, an OECD team of experts undertake study visits to interview a range of key stakeholders from various levels of the education system and there are periodic exchanges with a project steering group.

  • Strategic advice on specific topics or policies is provided to countries or jurisdictions based on comparative analysis. It can consist of reviewing policy documents (e.g. white papers or action plans), contributing to policy meetings, or facilitating the development of tools that support the implementation of specific policies.

  • Implementation seminars can be organised to bring together education stakeholders involved in the specific reform or change process, for them to discuss, engage and shape the development of policies and implementation strategies.

Specific country work

  • AUSTRIA

The OECD team is supporting Austria in the design and initial implementation of a new education monitoring system to support their data driven governance reform (2017). This project is undertaken in collaboration with DG Reform (European Commission).

Partner: Federal Ministry for Education, Science and Research, Austria

  • ESTONIA

The OECD team is supporting Estonia in the design of a set of indicators to monitor their new Education Strategy 2035. This project is undertaken in collaboration with DG Reform (European Commission).

Partners: Ministry of Education and Research, Estonia; EU Commission Directorate-General for Structural Reform 

  • ICELAND

The OECD team supporting Iceland in the design and implementation plan for their Education Policy 2030. It is their national strategy focused on improving quality, equity and wellbeing in its education system for the next decade.

  • IRELAND

The OECD team supported Ireland in the implementation of the review of senior cycle (upper secondary education). The review process involved an analysis and consultation process with education stakeholders across the country in which the OECD team provided strategic advice and a policy assessment.

- Education in Ireland: An OECD assessment of the Senior Cycle Review, 2020

Partner: National Council for Curriculum and Assessment (NCCA)

  • MEXICO

The OECD team supported Mexico to assess the education reform up to 2017 and propose options for the future. The assessment covered curriculum, equity, teaching practices, and evaluation and assessment practices.

Strong Foundations for Quality and Equity in Mexican Schools, 2019

  • NORWAY

The OECD supported Norway in the development and implementation of their Competence Development Model for Schools. 

Improving School Quality in Norway: the competence development model, 2019

Improving School Quality in Norway 2020: Progress with the Competence Development Model, 2020

  • SCOTLAND

The OECD team is assessing the progress made in implementation and pending challenges of Curriculum for Excellence, the flagship curriculum policy in Scotland (United Kingdom). The team’s recommendations for the future will be further developed with a panel of stakeholders at an implementation seminar.

Partner: Scottish Government, United Kingdom

  • WALES

The OECD team provided advice and support to Wales (United Kingdom) throughout the large-scale “reform journey” it embarked on in 2014. The project started with an initial policy review of education and the reform agenda; followed by support in the development of the improvement policy of schools as learning organisations (later deployed through several levels of education governance); and completed by an early stage assessment and recommendations for implementation of the new curriculum policy.

- The Welsh Education Reform Journey, 2017

- Developing Schools as Learning Organisations in Wales (Highlights), 2018

- Developing Schools as Learning Organisations in Wales, 2018

- Achieving the New Curriculum for Wales, Country Report 2020

Achieving the New Curriculum for Wales, Policy Perspectives 2020

- Blog: Implementation in focus: Wales, 2020

Partner: Welsh Government, United Kingdom

Watch

Webinars and events

Framework

Education policy can only be successful if there is a coherent, actionable change strategy to implement it.

Contact us

Beatriz Pont, Project lead 

Pierre Gouedard, Analyst 

Romane Viennet, Analyst 

Rebecca Santos, Consultant 

Jacqueline Frazer, Assistant

Email us: EDU IEP