Partager

Education

book

Promoting Education Decision Makers' Use of Evidence in Flanders

The introduction of standardised tests in Flemish schools aims to generate regular, reliable data for educators and policy makers. At an early stage of development, this report uses a research-based framework to engage stakeholders in thinking about the opportunities standardised tests could bring for their work. It builds on feedback from key stakeholders regarding their perceptions, hopes and concerns about the introduction of standardised tests. Feedback was gathered during a series of structured discussions and a stakeholder reflection seminar. The report identifies ways to strengthen the opportunity, capability and motivation of decision makers at all levels of the education system to use evidence effectively for their respective practice – including teaching and quality assurance. The report identifies lessons learnt to support the further development of standardised tests. The publication is part of OECD work on strategic education governance, which supports countries in identifying the best ways to achieve national objectives in a context of multi‑level governance structures and complex environments. The work identifies and promotes effective governance processes in the domains of accountability, capacity, knowledge governance, stakeholder involvement, strategic thinking and adopting a whole‑of‑system perspective. This publication will be of interest to policy makers, education leaders, the education research community and all those interested in education governance.

Published on November 22, 2021

In series:Educational Research and Innovationview more titles

TABLE OF CONTENTS

Foreword
Executive Summary
Introduction to the case study
Strategic education governance and case study methods
Stakeholder involvement
Strategic thinking and whole-of-system perspective
Capacity and knowledge governance
Accountability
Lessons from the OECD case study
Powered by OECD iLibrary