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Students face a future filled with uncertainty and change. For education systems to continue to remain relevant, they must empower students to navigate these changes and succeed in the future by equipping them with the requisite knowledge, skills, attitudes and values. Teachers are key enablers of this endeavour, and it is imperative that governments and teacher organisations collaborate to support teachers in exploring and enacting pedagogies, and designing learning environments that support student attainment of future-ready competencies, through policies, processes and teacher professional development.
The report on Resourcing Higher Education in Portugal is part of a series of publications produced by the OECD's Resourcing Higher Education Project. This project has sought to develop a shared knowledge base for OECD member and partner countries on effective policies for higher education resourcing through system-specific and comparative policy analysis. The review of resourcing in Portugal focuses on options for reform of the core public funding model for higher education institutions in Portugal, the strategic steering and funding of the future development of the public higher education system and the resourcing of policies to support widened access to higher education. Based on analysis and comparison of the current approach to higher education resourcing, the review provides recommendations to support future refinement of policies.
The Review of Inclusive Education in Portugal provides, from an international perspective, an independent analysis of major issues regarding diversity, equity and inclusion in education in Portugal, current policy initiatives, and possible future approaches. The report serves three purposes: i) to provide insights and advice to Portuguese education authorities; ii) to help other countries understand the Portuguese approach to inclusive education; and iii) to provide input for comparative analyses of the OECD Strength through Diversity project. The scope for the analysis in this report covers primary (including 1st and 2nd cycle of basic education) and secondary education (including 3rd cycle of basic education and upper secondary). The analysis in the report focuses on the following areas: i) governance and financing of inclusive education; ii) capacity building; iii) school-level interventions and iv) monitoring and evaluation. This report will be of interest in Portugal and other countries looking to improve the equity and inclusion in their education systems.
The report on Resourcing Higher Education in the Flemish Community of Belgium is the first in a series of publications produced by the OECD's Resourcing Higher Education Project. This project aims to develop a shared knowledge base for OECD member and partner countries on effective policies for higher education resourcing through system-specific and comparative policy analysis. The review of resourcing in the Flemish Community of Belgium has a strong focus on the funding of operating costs, teaching and research in Flemish higher education institutions. It also analyses financial support for students, system-level frameworks governing human resources policy in higher education and key trends in higher education that will impact future higher education resourcing policy. Alongside analysis and comparison of Flemish resourcing policy approaches, it provides recommendations to support future refinement of policies.
This report provides examples and recommendations to help overcome obstacles to engage low-skilled workers and their employers in skills development. England has implemented impressive measures aimed at helping workers and employers to upskill. Nonetheless, there remains room for improvement. More can be done to identify workers with low basic skills, raise awareness of why improving those skills is important, increase the accessibility to relevant courses, ensure these courses are flexible enough to accommodate adult learners who are already employed, and finally make the provision relevant to career aspirations.
This report urges England to establish and promote a vision for raising the skills of low-skilled workers, identify their needs more systematically, and provide targeted guidance and information to them and their employers. It highlights that accessible and flexible adult learning opportunities in the workplace, home, community and by other means such as online and distance learning can better meet the varied needs of low-skilled workers. It also makes the case for the use of contextualised learning approaches, which create connections between basic skills and vocational context, and a more effective use of basic skills in workplaces to maintain, develop and realise the benefits of prior skills investments.
Investment in higher education in OECD countries has increased substantially over the last 20 years, as a result of higher enrolment, increasing costs, government priorities related to skills, and research and innovation. Faced with economic and fiscal challenges, public authorities across the OECD need now more than ever to make thoughtful decisions about how to mobilise, allocate and manage financial and human resources in higher education. Effective action on the part of governments requires knowledge of international trends and alternative policy approaches; evidence from research and policy evaluations; and the practical experience of peers in other countries. The OECD Higher Education Resources Project addresses these needs by providing an accessible international evidence base for policy makers in Resourcing Higher Education, and targeted system-specific analyses in upcoming policy briefs and national policy reviews.
This review examines the external systems in place to assure the quality of higher education in Brazil. It highlights the relative success of the Brazilian quality assurance model in regulating market entry for private operators in Brazil, which cater to over 70% of students. But it also calls into question the effectiveness of existing systems to monitor the quality of undergraduate programmes and institutions and the ability of public authorities to act decisively to protect students from bad quality education.
The report analyses the systems that regulate the launch of new higher education institutions and programmes and evaluates quality assessment mechanisms for existing programmes and institutions. It also looks at the structures allowing public authorities to intervene to end or improve poor quality provision.
The review offers policy recommendations. It proposes a more differentiated system of quality assurance. It also recommends significant modifications to the design and purpose of the National Examination of Student Performance (ENADE).
This work was requested by the National Commission for Evaluation of Higher Education (CONAES) and CAPES, the federal body responsible for quality assurance and funding of postgraduate education.
This report on Responsive School Systems is the second in a series of thematic comparative reports bringing together findings from the OECD’s School Resources Review. Evolving educational objectives, changing student needs and demographic developments require school systems to be highly responsive to new patterns of demand and adapt their provision accordingly. The organisation of school facilities, sectors and programmes plays a key role in doing so and in providing students with a high-quality education where they need it. The report aims to assist governments in organising school infrastructures and services to achieve their education policy objectives and to ensure that resources are used effectively and equitably. It offers a systematic analysis of the governance of school networks, their adaption to demographic changes and student needs in urban, rural and remote areas, as well as the vertical and horizontal co-ordination of education services to improve students’ transitions.
Romania’s education system has made impressive strides over the past two decades, with an increasing share of students mastering the basic competencies that they need for life and work. But these average improvements mask significant disparities in learning outcomes and attainment, with an increasing share of students leaving education early without basic skills. This review, developed in cooperation with UNICEF, provides Romania with recommendations to help strengthen its evaluation and assessment system, by reducing the weight of high stake examinations and creating more space for the formative discussions and feedback that are integral to improving learning and teaching. It will be of interest to Romania, 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.
Come possono i Paesi preparare gli insegnanti a far fronte alle diverse sfide nelle scuole di oggi? L’indagine internazionale sull’insegnamento e l’apprendimento (TALIS) dell’OCSE fornisce elementi utili per rispondere a questa domanda, ponendo direttamente agli insegnanti e ai dirigenti scolastici domande sulle loro condizioni di lavoro e sul clima di apprendimento nel loro istituto. L’indagine TALIS ha l’obiettivo di fornire dati validi, recenti e comparabili, per aiutare i Paesi a esaminare e definire politiche per l’istruzione che siano volte alla formazione di una professione insegnante di elevata qualità. Per gli insegnanti e i dirigenti scolastici, lo studio dell’OCSE rappresenta un’opportunità per contribuire con le loro risposte all’analisi e alla formulazione di politiche per l’istruzione in aree cruciali della loro professione. Tra i temi esaminati figurano lo sviluppo professionale, la leadership degli istituti scolastici, le pratiche didattiche, il clima scolastico, la valutazione e il feedback, la soddisfazione lavorativa e i profili degli insegnanti. Il presente rapporto sintetizza i risultati della seconda edizione dell’indagine TALIS, condotta nel 2013.
Tehnološka revolucija, ki se je pričela v zadnjih desetletjih 20. stoletja, je vplivala na skoraj vsak vidik življenja v 21. stoletju. Hitrejše in bolj učinkovite transportne in komunikacijske storitve so ljudem, blagu, storitvam in kapitalu omogočile, da se laže premikajo po svetu, kar pelje v globalizacijo gospodarstva. Te družbene in ekonomske preobrazbe so posledično spremenile tudi povpraševanje po spretnostih. S tem ko so proizvodnja in določene naloge, ki zahtevajo le nizko kvalifikacijo, postale vedno bolj avtomatizirane, je upadla potreba po rutinskih kognitivnih in obrtniških spretnostih, medtem ko je povpraševanje po spretnostih v zvezi z obdelavo in izmenjavo informacij ter drugih visoko zahtevnih kognitivnih spretnostih in spretnostih pri medosebnih odnosih v porastu.
Raziskava spretnosti odraslih, ki je izdelek OECD-jevega Programa za mednarodno ocenjevanje kompetenc odraslih (PIAAC), je bila oblikovana tako, da zagotovi vpogled, kakšna je razpoložljivost nekaterih od teh spretnosti v družbi ter kako se jih uporablja na delovnem mestu in doma. Neposredno meri zmožnosti s področja obdelave in izmenjave informacij – besedilne spretnosti, matematične spretnosti in reševanje problemov v tehnološko bogatih okoljih. To poročilo, ki je spremljevalni dokument k OECD Skills Outlook 2013: First Results from the Survey of Adult Skills, opisuje načrt in metodologijo raziskave ter razmerja do drugih mednarodnih ocenjevanj mladih učencev in odraslih.
Vsebina
1. poglavje: Kaj meri Raziskava spretnosti odraslih (PIAAC)
2. poglavje: Osnovni vprašalnik v Raziskavi spretnosti odraslih (PIAAC)
3. poglavje: Metodologija Raziskave spretnosti odraslih (PIAAC) in kakovost podatkov
4. poglavje: Poročanje o rezultatih Raziskave spretnosti odraslih (PIAAC)
5. poglavje: Primerjava Raziskave spretnosti odraslih (PIAAC) z drugimi mednarodnimi raziskavami spretnosti
6. poglavje: Razmerje med Raziskavo spretnosti odraslih (PIAAC) in OECD-jevim Programom za mednarodno
primerjavo dosežkov učencev (PISA)
7. poglavje: Raziskava spretnosti odraslih (PIAAC) in “Ključe kompetence”
8. poglavje: Raziskava spretnosti odraslih (PIAAC) in merjenje čovešega kapitala
This report evaluates the education reform agenda of Kazakhstan – its feasibility and focus – by taking stock of present-day strengths and weaknesses of the secondary education system. The report also provides guidance on adjusting the reform implementation plans in line with international experiences and best practices regarding educational change, and consolidates much of the previously dispersed (national) data on primary and secondary schools in Kazakhstan into a common analytical base of evidence, validated by the education authorities.
Chapter 1 of this report provides an overview of the country, it education system and reform plans. Subsequent chapters provide analysis of and recommendations on equity and effectiveness of schooling; assessment and evaluation practices; policies for teachers and principals; expenditure patterns and financing mechanisms; vocational education and training; and a summary of the recommendations.
In Colombia, the beginning of a new century has brought with it a palpable feeling of optimism. Colombians and visitors sense that the country’s considerable potential can be realised, and education is rightly seen as crucial to this process. As opportunities expand, Colombians will need new and better skills to respond to new challenges and prospects.
The government is therefore determined to address key challenges confronting tertiary education in the country: expanding enrolment and improving equity, increasing quality and relevance, and making governance and finance more responsive. Colombia has more than a decade of progress under its belt, and the energy to reach ambitious policy goals. Getting there in practice will involve dialogue and consensus-seeking among all stakeholders, as well as new resources and new rules.
Growth and diversity have characterised higher education in OECD countries for fifty years. Chile is no exception and has experienced dramatic increases in the number of students, the range of institutions and the programmes that they offer. But wider participation and diversification are only part of the story. Chilean society remains highly unequal in economic and social terms, and the quality of the academic, technical and professional programmes on offer is uneven. The establishment of a culture of quality in higher education which goes beyond accreditation, and the provision of accurate and reliable information, have become issues of concern not only to institutions, students and employers but to a wider public.
This report analyses the performance of the relatively young higher education quality assurance system (SINAC-ES). It provides a set of key principles that the OECD review team believes both reflect international practice and are relevant for Chile. The report makes a set of recommendations about the place of the SINAC ES in Chilean higher education and society; the focus of its work; its structure and leadership; and the functions of licensing; accreditation and information that it carries out.
A lo largo de los últimos 50 años, la educación superior de los países de la OCDE se ha caracterizado por los fenómenos de expansión y diversificación. Chile no es una excepción a esta tendencia: se ha experimentado un aumento espectacular enel número de alumnos, así como de la oferta de nuevas instituciones y carreras. No obstante, el aumento de la participación y la diversificación del sistema sólo es una parte de la historia. La sociedad chilena sigue experimentando altas desigualdades a nivel económico y social. La calidad de la oferta de formación académica, profesional y técnica difiere entre programas e instituciones. El establecimiento de una cultura de calidad en la educación superior que vaya más allá de la acreditación, juntamente con el suministro de información fidedigna, son temas que preocupan no sólo a las instituciones, sino también a los estudiantes, los empresarios y a la sociedad chilena en general.
Este informe analiza el funcionamiento del Sistema Nacional de Aseguramiento de la Calidad de la Educación Superior (SINAC-ES). El equipo de expertos de la OCDE proporciona una serie de principios básicos que cree que reflejan prácticas a nivel internacional que son de relevancia y utilidad para el caso de Chile. A lo largo del informe se encuentran una serie de recomendaciones de mejora en referencia a: el encaje del SINAC-ES en el sistema de educación superior y la sociedad chilena, el enfoque de su trabajo, su estructura y liderazgo, así como las funciones de licenciamiento, acreditación e información que desarrolla el sistema.
Following the 2008 OECD review of education policies in the Dominican Republic, the examining team was tasked to assess the condition of higher education in the Dominican Republic, to evaluate policies for higher education and research, and to identify future policy options to help meet the nation’s needs.
Against the background report prepared by the Dominican authorities and information supplied in meetings in the course of site visits, this OECD report provides an analysis of the higher education sector within the economic, social and political context of the Dominican Republic. It looks into access, quality and relevance, the effectiveness and governance of the system, its financing as well as its research and innovation capacity. The report concludes with a list of pragmatic recommendations for policy action.
The Programme for International Student Assessment (PISA) is a highly influential instrument for monitoring the quality of education systems and provides a strong evidence base for informed policy making and education research. PISA also has a proven potential to trigger reforms and stimulate stakeholder involvement in the process.
Notwithstanding the importance of its ranking, the full strength of PISA unfolds when data it delivers is utilised in the national policy domain. Linking PISA outcomes and policy choices, and monitoring the impact on education quality is thereby a demanding task, which requires sound analytical capacity, and also knowledge of the strengths and weaknesses of the respective education system. The OECD Directorate for Education addresses the demand of non-member economies for policy support in understanding and analysing PISA data in the broader context of education system management and policy formulation.
This report was prepared to help the authorities of the Kyrgyz Republic better understand the reasons for the dramatically low performance of Kyrgyz students in the 2006 PISA survey, despite significant resources and efforts invested in education by schools, parents and government. The report reveals that a number of policy areas are in need of urgent attention and recommends ways to close the currently existing gap between aspirations and education reform achievement.
Lower secondary education is key for success in overall education attainment, because it is where students can either “make it or break it.” It is the last level to consolidate basic skills and to enter either upper secondary education or the labour market with the adequate competences. This report develops comparative knowledge on lower secondary education across OECD countries and tailors it to the context of an OECD country: Norway.
Despite diversity in provision across countries, lower secondary education faces some similar challenges: some countries have difficulties ensuring high academic achievement, and many students fall behind at this stage, resulting eventually in drop out from upper secondary. Selected evidence shows that there may be lack of student motivation and that the configuration and practices in schools at this age may not cater adequately to the specific development needs of early adolescents.
After analyzing the comparative evidence and country practices, this report provides a strategy to support teachers, schools and students that can contribute to raise student attainment in this level (or to make this level more effective) in Norway.
The Programme for International Student Assessment (PISA) is a highly influential instrument for monitoring the quality of education systems and provides a strong evidence base for informed policy making and education research. PISA also has a proven potential to trigger reforms and stimulate stakeholder involvement in the process.
Notwithstanding the importance of its ranking, the full strength of PISA unfolds when data it delivers is utilised in the national policy domain. Linking PISA outcomes and policy choices, and monitoring the impact on education quality is thereby a demanding task, which requires sound analytical capacity, and also knowledge of the strengths and weaknesses of the respective education system. The OECD Directorate for Education addresses the demand of non-member economies for policy support in understanding and analysing PISA data in the broader context of education system management and policy formulation.
This report explains the reasons for the dramatically low performance of Kyrgyz students in the 2006 PISA survey, despite significant resources and efforts invested in education by schools, parents and government. The report reveals that a number of policy areas are in need of urgent attention and recommends ways to close the currently existing gap between aspirations and education reform achievement.
Education is a central priority for the State of Santa Catarina. Its policy makers are firmly committed to provide a relevant and efficient education system that responds to the requirements of the global economy and will allow the state to be competitive, both nationally and internationally .
This OECD review gives a brief overview of education in Santa Catarina and its development. It presents an analysis of the system from pre-school to tertiary education and lifelong learning, and identifies key directions for policy reform in light of the challenges encountered by officials, communities, enterprises, educators, parents and students. It concludes with a set of key recommendations concerning the structure of the system and its labour market relevance; access and equity; governance and management; research, development and innovation; internationalisation; and financing.