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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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Management of the teaching workforce in Denmark

This chapter discusses the initial training, distribution, professional development, working conditions, and support for and leadership of the teaching workforce across the public Danish public school system. It also discusses the use of other staff to support student learning as well as the use of data, evaluation and assessment in schools to support improvements in student performance and attainment levels. It highlights the positive changes Denmark has implemented to strengthen initial teacher education and the availability of central funding for the competency development of in-service teachers. It identifies a desire for and instances of collaborative work at all levels of the system as well as a growing focus on pedagogy and goal-oriented teaching. But it also analyses the challenges in moving from a teaching to a learning focus. This includes, in particular, the potential to strengthen teacher professionalism and pedagogical school leadership. The chapter analyses the potential benefits of the new framework for the utilisation of teachers’ working time for the organisation of teaching and learning in schools, but also discusses stakeholders’ concerns about the new arrangements and challenges for adapting to this change. In addition, the chapter discusses the policy of inclusion of children with special educational needs in regular education. The chapter concludes in suggesting a number of policy recommendations to address these issues.

English

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