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OECD Reviews of School Resources: Denmark 2016

image of OECD Reviews of School Resources: Denmark 2016

The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.

The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources, such as learning time.

This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.

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Governance of school resource use in Denmark

Resource use can be viewed in terms of the architecture of the school system – how funding flows through different levels of the education administration and different resource categories – but also in terms of the outcomes of schooling. A critical scrutiny of the suitability, effectiveness and efficiency of the resourcing model depends on the availability of systematic knowledge of how well Danish schools work and for whom. The basic question addressed in this chapter is whether there is enough knowledge available to guide policy at a school, local and system level regarding the use of resources and the outcomes for different schools and student groups. The chapter first describes how educational goals are set and how goal achievement is being measured and reported. It then analyses how the use of resources in the pursuit of these educational goals is being governed, managed and evaluated. The chapter highlights the high level of consensus regarding the need for change, the clear targets that have been set to implement reforms, and the tools that have been put in place to monitor goal achievement and to follow up on the implementation of reform. At the same time, it discusses the tension between broad learning goals and narrow measures of learning, and the scope to strengthen both the monitoring of inputs and outcomes of different student groups and of promoting greater excellence among schools and students. The chapter points out the coherence and clarity in the distribution of responsibilities between the different levels of governance, but also the lack of transparency on the use of resources at a local level this implies. The chapter suggests a number of policy recommendations to improve the governance of school resource use.

English

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