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How might digital technology and notably smart technologies based on artificial intelligence (AI), learning analytics, robotics, and others transform education? This book explores such question. It focuses on how smart technologies currently change education in the classroom and the management of educational organisations and systems. The book delves into beneficial uses of smart technologies such as learning personalisation, supporting students with special learning needs, and blockchain diploma credentialing. It also considers challenges and areas for further research. The findings offer pathways for teachers, policy makers, and educational institutions to digitalise education while optimising equity and inclusivity.
The Digital Education Outlook 2023 provides a comparative, thematic analysis of how countries shape or could shape their digital ecosystem. Student information systems (or Education Management Information System - EMIS), learning management systems, digital assessment platforms, study and careers guidance: what are the different components of countries’ digital education ecosystem? How and to what extent do countries leverage teachers' digital competences and the latest opportunities offered by artificial intelligence (AI)? How can countries make the most of their digital ecosystem so that it is trustworthy, useful, effective, and equitable? How do and can countries allow for digital education to continue to improve and innovate education? Based on numerous country examples coming from an OECD survey on countries’ digital education infrastructure and governance and from desk research, the report shows where countries stand and where they could be going from there to benefit from the digital transformation. It also points to opportunities, guidelines and guardrails about the effective and equitable use of AI in education.
The report covers most OECD countries and a few partner countries. It will be of interest to policy makers, academics and all education stakeholders interested in the digital transformation of education systems. Country Digital Education Ecosystems and Governance: A Companion to Digital Education Outlook 2023 supplements this publication by providing detailed and comprehensive information for each country.
The COVID-19 pandemic has caused severe human suffering and triggered a deep recession in Brazil. Economic policies reacted in a timely and decisive manner to the crisis, supporting millions of Brazilians. But a strong and inclusive recovery from the recession will require long-lasting improvements in economic policies. Improving fiscal outcomes remains one of Brazil’s principal challenges given a high debt burden, to which the pandemic has added significantly. Public spending will need to become more efficient, including by building on past progress in the fight against corruption and economic crimes. Social protection can be strengthened through a better focus on the most effective policies and benefits, which could allow significant reductions in inequality and poverty. Stronger growth will hinge on raising productivity, which has been virtually stagnant for decades. This requires addressing underlying policy challenges, including reducing regulatory burdens, reforming taxes, strengthening judicial efficiency and fostering a stronger integration into the global economy. Raising productivity implies reallocations and structural changes in the economy, which should be accompanied by well-designed training and education policies. Training with a strong focus on local skill demand can help workers master the transition and seize new opportunities to move into better jobs.
SPECIAL FEATURES: BOOSTING PRODUCTIVITY; SKILLS POLICIES TO FACILITATE STRUCTURAL ADJUSTMENT
Slovenia acted swiftly to contain the COVID-19 outbreak. Despite extensive fiscal measures, the economic impact is severe with a recession in 2020. The economic recovery should pick up, but a new outbreak could lead to higher long-term unemployment and lower growth. Looking further out, population ageing is leading to a higher number of pensioners as the labour force becomes smaller and older. These developments are creating two main long-term challenges. The first is to contain ageing-related spending increases in pensions and health and long-term care. Longer working lives is key to secure the pension system's fiscal sustainability, while better use of economic signals is needed to improve the efficiency and effectiveness of the health and long-term care systems. The second challenge is to sustain growth with a changing workforce. In the near-term, underutilised labour resources, such as older and low-skilled workers, need to be mobilised. Thereafter, maintaining growth and income convergence requires faster productivity growth, pointing to a need for continuously improving labour allocation.
SPECIAL FEATURES: PUBLIC POLICY CHALLENGES OF AGEING; LABOUR MARKET INSTITUTIONS FOR AN AGEING LABOUR FORCE
Spain implemented sizable measures to cushion the impact of the pandemic and of the inflationary shock after Russia’s war of aggression against Ukraine. The economy has held up well, but public debt, which was already high, has increased because of the pandemic, making it urgent to step up the pace of fiscal consolidation. Public policy should continue to address Spain’s structural weaknesses. Growth potential is low and will remain so with the rapid ageing of the population. Fulfilling the country’s objectives to fight climate change will require a strong and broad commitment in favour of a cleaner energy mix and a more environment-friendly tax regime. Unemployment remains the highest in the OECD and the integration of young people into the job market remains challenging, although recent reforms have reduced the high share of temporary contracts. Improving educational and labour market outcomes among the young should entail strengthening the connection between the educational system and the labour market, supporting students at risk of falling behind, improving career counselling, and providing a more efficient public employment service. Boosting the low level of entrepreneurship among young people requires additional financial and educational support. More social rental housing in stressed areas would facilitate access to housing for young people.
SPECIAL FEATURE: INCREASING OPPORTUNITIES FOR THE YOUNG IN SPAIN
For well over two decades, the OECD has developed and published a broad range of comparative indicators published yearly in the flagship publication Education at a Glance. These provide insights into the functioning of education systems, such as the participation and progress through education, the human and financial resources invested, and the economic and social outcomes associated with educational attainment. Through the set of harmonised indicators and definitions, they enable countries to view their education system in the light of other countries’ performance, practices and resources.
Fundamental to the credibility and understanding of these comparisons are the concepts, definitions, classifications and methodologies that have been developed over the years to underpin the statistics and indicators. This Handbook draws these methodologies together in a single reference volume, complementing and providing an invaluable aid to users of Education at a Glance. In doing so, the Handbook aims to facilitate a greater understanding of the education statistics and indicators produced and so allow for their more effective use in policy analysis. Equally, it provides a ready reference of international standards and conventions for others to follow in the collection and assimilation of educational data.
This edition updates the OECD Handbook for Internationally Comparative Education Statistics, last published in May 2004.
This handbook provides answers to questions such as "What is a teacher?", "What do we mean by public education expenditure?" as well as questions concerning the use of the indicators "How should I interpret expenditure per student?" "What is it measuring?". In so doing, the handbook aims to facilitate a greater understanding of the OECD statistics and indicators produced and so allow for their more effective use in policy analysis. Equally, it provides a ready reference of international standards and conventions for others to follow in the collection and assimilation of educational data. This publication describes the methodology used in the International Survey of Upper Secondary Schools(ISUSS) and in related OECD publications and allows researchers to understand and replicate its analyses.
For well over two decades, the OECD has developed and published a broad range of comparative indicators published yearly in the flagship publication Education at a Glance. These provide insights into the functioning of education systems, such as the participation and progress through education, the human and financial resources invested, and the economic and social outcomes associated with educational attainment. Through the set of harmonised indicators and definitions, they enable countries to view their education system in the light of other countries’ performance, practices and resources.
Fundamental to the credibility and understanding of these comparisons are the concepts, definitions, classifications and methodologies that have been developed over the years to underpin the statistics and indicators. This Handbook draws these methodologies together in a single reference volume, complementing and providing an invaluable aid to users of Education at a Glance. In doing so, the Handbook aims to facilitate a greater understanding of the education statistics and indicators produced and so allow for their more effective use in policy analysis. Equally, it provides a ready reference of international standards and conventions for others to follow in the collection and assimilation of educational data.
This edition updates the OECD Handbook for Internationally Comparative Education Statistics, last published in 2017.
Portugal aims to develop a more innovative, inclusive and productive economy, and to ensure that the ensuing benefits are widely distributed, regionally and socially. This report assesses the extent to which Portugal’s higher education, research and innovation system is well configured to help Portugal achieve its vision of inclusive innovation, and identify which policy options might help it achieve its goals.
The assessment and the related recommendations focus on: 1) governance, strategy and funding in higher education, research and innovation; 2) the missions, profiles and use of resources of higher education institutions; 3) undergraduate and master’s level education activities; 4) doctoral training activities; 5) academic careers; 6) high-skill employment and business innovation.
In recent years, the Emirate of Dubai has been placing a stronger emphasis on people’s well-being with the aim of making Dubai “an inclusive and cohesive society (…) that is the preferred place to live, work and visit and a pivotal hub in the global economy”. Within the education sector, KHDA and private schools have introduced a number of initiatives to help raise awareness, measure and support students’ and staff’s well-being. Given the central role education and educators have in fostering and supporting empowered, healthy and happy communities, these interventions hold great potential.
This report analyses the well-being policies and practices that KHDA and schools have implemented in Dubai’s private school sector. In order to fulfil this objective, the OECD has taken a holistic picture view of well-being in education, which is discussed in Chapter 2. Chapter 3 looks at Dubai’s private schools as a whole, focusing on the school leadership and other key school staff. Chapter 4 focuses on teachers and their well-being, an issue that has been relatively overlooked until recently. Finally, Chapter 5 discusses student well-being and empowerment.
OECD Reviews of Digital Transformation: Going Digital in Colombia analyses recent developments of the digital economy in the country, reviews policies related to digitalisation and makes recommendations to increase policy coherence in this area. The report examines recent developments in infrastructures for the digital economy, telecom markets and related regulations and policies in Colombia. It reviews trends in the use of digital technologies by individuals, businesses and the government, and examines policies to foster diffusion. The report also examines opportunities and challenges raised by digitalisation for production, innovation, jobs and skills.
The report reconsiders these policies in relation to their coherence among different domains and in order to foster synergies across government ministries, levels and institutions, based on the integrated policy framework of the OECD's Going Digital: Making the Transformation Work for Growth and Well-being project.
How can assessment and evaluation policies work together more effectively to improve student outcomes in primary and secondary schools? The country reports in this series analyse major issues facing evaluation and assessment policy to identify improvements that can be made to enhance the quality, equity and efficiency of school education.
Albania has made improvements in access to education and in raising learning outcomes over the last two decades, moving from one of the lowest performers in the Western Balkans to one of the fastest improvers. However, a large share of students in Albania continue to leave school without mastering basic competencies needed for work and life and disparities persist across population groups. This review, developed in co-operation with UNICEF, provides Albania with recommendations to help strengthen its evaluation and assessment system to focus on support for student learning. It will be of interest to Albania, as well as other countries looking to make more effective use of their evaluation and assessment system to improve quality and equity, and result in better outcomes for all students.
This book provides, for Australia, an independent analysis of major issues facing its educational evaluation and assessment framework, current policy initiatives, and possible future approaches. It shows how student assessment, teacher appraisal, school evaluation and system evaluation can bring about real gains in performance across Australia's school system.
Bosnia and Herzegovina (BiH) has high levels of educational attainment and performs similar to other Western Balkan economies in international assessments of student learning, like the Programme for International Student Assessment (PISA). However, large shares of students in BiH continue to leave school without mastering basic competencies and there are signs of inequities in the learning outcomes. BiH also has limited comparable data on teaching and learning and faces considerable capacity and resource constraints. Considering collaboration across the country’s different levels of government is limited, these factors prevent the development and implementation of sustainable education reforms. This review explores some of the contextual features of education systems in BiH and highlights how a stronger evaluation and assessment frameworks can help achieve higher learning standards for all students.
Over the past three decades, Bulgaria has carried out important structural reforms which have helped the country reach higher levels of socio-economic development. However, long-standing social disparities and income inequalities remain and Bulgaria’s overall productivity gains have not fully translated into sustainable and inclusive growth. In this context, the country holds education as key to improve the nation’s future economic potential and increase the quality of life of its population. For example, the national development strategy, Bulgaria 2030, sets out an ambitious reform plan that identifies the importance of raising learning outcomes and addressing inequities in order to sustain socioeconomic growth. This review provides recommendations on how evaluation and assessment in Bulgaria’s education system can support the country in reaching its goals.
This review provides analysis and policy advice to the Czech Republic on how the different assessment and evaluation procedures – student assessment, teacher appraisal, school evaluation and system evaluation – can be embedded within a consistent framework to bring about real gains in performance across the school system. The review focuses on primary and secondary education. The country review reports provide, from an international perspective, an independent analysis of major issues facing the evaluation and assessment framework, current policy initiatives, and possible future approaches.
How can student assessment, teacher appraisal, school evaluation and system evaluation bring about real gains in performance across a country’s school system? This book provides, for Denmark, an independent analysis from an international perspective of major issues facing the evaluation and assessment framework in education, current policy initiatives, and possible future approaches. This series forms part of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes.
Georgia has made remarkable progress in expanding education access and improving education quality. Nevertheless, the majority of children in Georgia leave school without mastering the basic competencies for life and work. Moreover, students’ background is becoming a greater influence on their achievement. This review, developed in partnership with UNICEF, provides Georgia with recommendations to strengthen its evaluation and assessment system to focus on helping students learn. It will be of interest to countries that wish to strengthen their own evaluation and assessment systems and, in turn, improve educational outcomes.
This book provides, from an international perspective, an independent analysis of major issues facing the educational evaluation and assessment framework, current policy initiatives, and possible future approaches in Luxembourg.