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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.

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Latvia

The Tackling Early School Leaving project targets students in general education from later primary education to upper-secondary education (Grades 5-12) as well as those in vocational upper and post-secondary education (Grades 10-13) who are at risk of early school leaving. A recent evaluation highlighted the individual support given to students as a key success factor. At the beginning of the semester, a teacher creates an individual support plan for each learner in the programme based on an assessment of the different risk factors. Support measures may include individual consultations with specialised support staff or financial support for transport, accommodation or study materials. Teachers and educational institutions can access seminars and workshops, supervision, and methodological tools. A co-ordinated database promotes information sharing and co-operation between individual institutions and local and national government, and allows for the evaluation of the effectiveness of different measures. The mid-term evaluation of the project (2019) found that the individual support measures had a positive impact on learners’ progress and well-being, their relationships with teachers, and their attitudes towards learning (Dynamic University, 2019[6]). It also found the strategy had strengthened the capacity of staff to support students, and had improved co-operation between learners, parents and teachers, and between different levels of government. Challenges remain in identifying, monitoring, and addressing non-academic risk factors and in reaching learners with low motivation.

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