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Education Policy Outlook 2021

Shaping Responsive and Resilient Education in a Changing World

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Education systems operate in a world that is constantly evolving towards new equilibria, yet short-term crises may disrupt, accelerate or divert longer-term evolutions. This Framework for Responsiveness and Resilience in Education Policy aims to support policy makers to balance the urgent challenge of building eco-systems that adapt in the face of disruption and change (resilience), and the important challenge of navigating the ongoing evolution from industrial to post-industrial societies and economies (responsiveness). Building on international evidence and analysis from over 40 education systems, this framework endeavours to establish tangible, transferable and actionable definitions of resilience. These definitions, which are the goals of the framework (Why?), are underpinned by policy components of responsiveness (What?), which define priority areas for education policy makers. Policy pointers for resilience (How?) then illustrate how policy makers can apply these components in ways that promote resilience at the learner, broader learning environment and system levels of the policy ecosystem. Finally, a transversal component looks into the people and the processes undertaken in order to reach a given purpose (Who?). The report has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy.

English

France

One of the key aims of France’s Digital Strategy for Higher Education, launched in 2013, was to provide more flexible and personalised learning experiences for students and the wider public. As part of this, the France Digital University (France Université Numérique) platform (2013) brings together some 547 massive open online courses (MOOCs) designed by educators working in the higher education sector. However, a 2015 report from the European Commission notes that the majority of users are university graduates, rather than current higher education students or those outside of the system (European Commission, 2015[6]). Another effort is the Sup-numérique platform (2015), which contains over 30 000 digital learning resources aimed at higher education professionals, students, and the wider public. Other aspects of the digital strategy focus on embedding digital pedagogy to meet the increasingly diverse needs of learners, and on improving the digital infrastructure of higher education institutions.

English

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