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.



Denmark’s National Strategy on Promoting Science (2018) contains a range of measures to strengthen teachers’ performance and skills through collaboration and instructional leadership. Denmark’s Ministry of Children and Education encouraged municipalities to hire municipal science co-ordinators and asked schools to recruit science supervisors. It has also provided financial support and advice to science teams in primary and lower-secondary schools who wish to develop their teaching practices through professional learning communities. At the secondary level, there has been a focus on building professional networks between schools and sharing good practice. The strategy also aims to develop curricular content and pilot pedagogical approaches in digital technologies. One pilot scheme, carried out in 46 primary and lower-secondary schools from 2018-21, trialled course content, developed with the support of an expert group, aiming to foster the skills, insights and capacities learners need to engage critically and constructively with digital technologies. Denmark has also introduced a new basic VET course on digital technologies as part of the strategy.



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