Working and Learning Together

Rethinking Human Resource Policies for Schools

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The staff working in schools are the most important resource for today’s education systems, both educationally and financially. This report aims to provide guidance for the design of human resource policies that strengthen, recognise and preserve the positive impact that teachers, school leaders and other school staff have on their students. It offers an in-depth analysis of how human resource policies can make the best use of available resources to create supportive working environments and build both individual and collective professional capacity in schools. This includes the design of entry requirements, career structures, salary schedules and working time arrangements to attract, retain and motivate high-quality staff; the effective and equitable matching of staff with schools through fair and transparent staff funding and recruitment; and informed investments in professional learning, from initial preparation to continuing development. Throughout its analysis, the report looks at implementation challenges and considers under which conditions human resource policy reforms are most likely to have the desired effects on schools and their staff. This report is the third in a series of thematic comparative reports bringing together findings from the OECD School Resources Review.


How the School Resources Review was conducted

As described in Chapter 1 (Box 1.2) the OECD School Resources Review is conducted in collaboration with countries and under the guidance of the OECD Group of National Experts on School Resources. Participating countries appoint a national co-ordinator responsible for: liaising with the OECD Secretariat and co-ordinating activities of the review within the country; ensuring that the country background report is completed on schedule; planning with the OECD Secretariat the organisation of the review team visit, for those countries which opted for a country review; attending meetings of the Group of National Experts on School Resources; co-ordinating country feedback on the review’s qualitative data on human resource policies; co-ordinating country feedback on draft materials; and assisting with dissemination activities. Past and present national co‑ordinators in participating countries are listed in .


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