Browse by: "2021"
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L'apprentissage, le développement et le bien-être des enfants sont directement influencés par leurs interactions quotidiennes avec les autres enfants, les adultes, leur famille et l'environnement. Ce processus interactif est connu sous le nom de « qualité du processus » et conduit à une question clé: quelles politiques établissent les meilleures conditions pour que les enfants vivent des interactions de haute qualité dans les établissements d'éducation et d'accueil de la petite enfance (EAJE) ?
Ce rapport examine cinq principaux leviers politiques et leur effet sur la qualité des processus, en se concentrant particulièrement sur les programmes et la pédagogie, et le développement de la main-d'œuvre. Il présente des indicateurs couvrant 26 pays et juridictions, 56 cadres curriculaires différents et plus de 120 types différents d'établissements d'EAJE.
Workers’ skills are an essential asset for firms to recover from the COVID-19 shock and succeed in the twin digital and green transitions. Small and Medium-sized Enterprises (SMEs) face special barriers to investing in human capital because of their size and more limited access to information and capital markets. This report identifies policies that are successful in promoting SMEs’ investment in the skills of employees, managers or entrepreneurs. A review of cost-reducing and financial support instruments is followed by an analysis of initiatives that promote innovative HR practices, a learning culture in the firm, and better co-operation among firms and with the education sector. The report describes the design and rationale of these measures as well as their advantages and limitations. It identifies a common set of features that make skill investment policies especially suitable for SMEs.
For the first time, the OECD Future of Education and Skills 2030 project conducted comprehensive curriculum analyses through the co‐creation of new knowledge with a wide range of stakeholders including policy makers, academic experts, school leaders, teachers, NGOs, other social partners and, most importantly, students. This report is one of six in a series presenting the first‐ever comparative data on curriculum at the content level summarising existing literature, examining trends in curriculum change with challenges and strategies, and suggesting lessons learned from unintended consequences countries experienced with their curriculum reforms.
This report highlights how clearly articulated and experienced values and attitudes can support students’ positive lifelong learning outcomes and promote a more equitable and just society. Despite the variety of values espoused in national curricula, there is an emerging trend in prioritising values that enhance well-being and learning across different countries. This report acknowledges that incorporating values and attitudes in curriculum design and implementation does not come without its challenges – values and attitudes can be intensely contested constructs. However, it also examines the desire by authorities to see curriculum reflecting future-focused goals to improve society as a stronger imperative for countries/jurisdictions than the challenges presented. This report offers strategies that can support effective design and implementation.
In recent years, the Emirate of Dubai has been placing a stronger emphasis on people’s well-being with the aim of making Dubai “an inclusive and cohesive society (…) that is the preferred place to live, work and visit and a pivotal hub in the global economy”. Within the education sector, KHDA and private schools have introduced a number of initiatives to help raise awareness, measure and support students’ and staff’s well-being. Given the central role education and educators have in fostering and supporting empowered, healthy and happy communities, these interventions hold great potential.
This report analyses the well-being policies and practices that KHDA and schools have implemented in Dubai’s private school sector. In order to fulfil this objective, the OECD has taken a holistic picture view of well-being in education, which is discussed in Chapter 2. Chapter 3 looks at Dubai’s private schools as a whole, focusing on the school leadership and other key school staff. Chapter 4 focuses on teachers and their well-being, an issue that has been relatively overlooked until recently. Finally, Chapter 5 discusses student well-being and empowerment.
This second edition of Private Philanthropy for Development aims to meet the growing demand for open, reliable and comparable data on philanthropic giving. Compared to the first edition, it collected more data from large foundations and other organisations based in developing countries to have a more comprehensive understanding of cross-border financing and domestic giving.
The report analyses philanthropic flows by geography, sector and thematic area, explores how these flows are implemented and compares their scope to official development assistance (ODA). It dives deeper into foundations’ strategies for mobilising additional resources through their assets and philanthropic capital; looks at their engagement in advocacy to amplify and sustain their impact; and studies their approaches to learning and knowledge production through monitoring and evaluation.
The report unpacks unprecedented data on philanthropy’s contribution to developing countries, which will be critical for development actors, including governments, ODA providers and foundations, to better co-ordinate their actions, exploit synergies and play to their best comparative advantage en route to a sustainable recovery.
The report on Resourcing Higher Education in the Flemish Community of Belgium is the first in a series of publications produced by the OECD's Resourcing Higher Education Project. This project aims to develop a shared knowledge base for OECD member and partner countries on effective policies for higher education resourcing through system-specific and comparative policy analysis. The review of resourcing in the Flemish Community of Belgium has a strong focus on the funding of operating costs, teaching and research in Flemish higher education institutions. It also analyses financial support for students, system-level frameworks governing human resources policy in higher education and key trends in higher education that will impact future higher education resourcing policy. Alongside analysis and comparison of Flemish resourcing policy approaches, it provides recommendations to support future refinement of policies.
In supporting children’s development, countries invest in the future successes of economies and societies. Awareness of the critical role early childhood education and care (ECEC) plays in setting a strong foundation for children’s learning, development and well-being has grown among policy makers worldwide.
The OECD Quality beyond Regulations policy review provides countries with an overview of the different dimensions of quality in ECEC. It also highlights policies that can enhance process quality in particular. From this review, emerged the present report, taking an in-depth look at Ireland's ECEC system. It outlines the sector’s main strengths and challenges, focusing on workforce development and quality assurance through monitoring and inspections. The report provides tailored policy recommendations to improve provision in line with national goals.
The Missing Entrepreneurs 2021 is the sixth edition in a series of biennial reports that examine how public policies at national, regional and local levels can support job creation, economic growth and social inclusion by overcoming obstacles to business start-ups and self-employment by people from disadvantaged or under-represented groups in entrepreneurship. It shows that there are substantial untapped opportunities for entrepreneurship in populations such as women, youth, the unemployed, and immigrants and highlights the need for more differentiated government entrepreneurship policies that respond to the specific barriers they face. The report includes an assessment of the impact of COVID-19 across these populations of entrepreneurs and the effectiveness of the policy response. It also contains thematic policy chapters on microfinance and leveraging the potential of immigrant entrepreneurs. These chapters present the range of current policy actions in EU and OECD countries and make recommendations for future policy directions. Finally, the report contains country profiles for each of the 27 EU Member States that identify for each county the major recent trends in entrepreneurship by women, youth, seniors and immigrants, the key policy issues and the recent policy actions.
COVID-19 and Well-being: Life in the Pandemic explores the immediate implications of the pandemic for people’s lives and livelihoods in OECD countries. The report charts the course of well-being – from jobs and incomes through to social connections, health, work-life balance, safety and more – using data collected during the first 12-15 months of the pandemic. It also takes stock of what has happened to human, economic, social and natural capital that, beyond their effects on people’s lives today, shape living conditions for years to come. It shows how COVID-19 has had far-reaching consequences for how we live, work and connect with one another, and how experiences of the pandemic varied widely, depending on whether and where people work, their gender, age, race and ethnicity, education and income levels. The report also examines the role that well-being evidence can play in supporting governments’ pandemic recovery efforts. It argues that a well-being lens can prompt policy-makers to refocus on the outcomes that matter the most to people, to redesign policy content from a more multidimensional perspective, to realign policy practice across government silos, and to reconnect people with the public institutions that serve them.
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.
The introduction of standardised tests in Flemish schools aims to generate regular, reliable data for educators and policy makers. At an early stage of development, this report uses a research-based framework to engage stakeholders in thinking about the opportunities standardised tests could bring for their work. It builds on feedback from key stakeholders regarding their perceptions, hopes and concerns about the introduction of standardised tests. Feedback was gathered during a series of structured discussions and a stakeholder reflection seminar. The report identifies ways to strengthen the opportunity, capability and motivation of decision makers at all levels of the education system to use evidence effectively for their respective practice – including teaching and quality assurance. The report identifies lessons learnt to support the further development of standardised tests.
The publication is part of OECD work on strategic education governance, which supports countries in identifying the best ways to achieve national objectives in a context of multi‑level governance structures and complex environments. The work identifies and promotes effective governance processes in the domains of accountability, capacity, knowledge governance, stakeholder involvement, strategic thinking and adopting a whole‑of‑system perspective. This publication will be of interest to policy makers, education leaders, the education research community and all those interested in education governance.
Artificial intelligence (AI) and robotics are major breakthrough technologies that are transforming the economy and society. The OECD’s Artificial Intelligence and the Future of Skills (AIFS) project is developing a programme to assess the capabilities of AI and robotics, and their impact on education and work.
This volume reports on the first step of the project: identifying which capabilities to assess and which tests to use in the assessment. It builds on an online expert workshop that explored this question from the perspectives of both psychology and computer science. The volume consists of expert contributions that review skills taxonomies and tests in different domains of psychology, and efforts in computer science to assess AI and robotics. It provides extensive discussion on the strengths and weaknesses of different approaches, and outlines directions for the project. The report can therefore be a resource for the research community of multiple fields and policy makers who wish to obtain deeper insight into the complexity of machine capabilities.
Digital technologies have transformed the way people interact, work and learn. The emergency transition to online teaching and learning necessitated by the coronavirus (COVID-19) pandemic has posed a serious challenge to instructional routines of higher education systems across OECD countries. The pandemic has demonstrated the ability of higher education institutions to ensure continuity in teaching and learning, but it has also revealed that much work remains to be done to ensure digital technologies are effectively used to promote quality, efficiency and equity in higher education. This report, which focuses on the digital transformation of higher education in Hungary, is a collaboration between the European Commission’s Directorate-General for Structural Reform Support (DG REFORM), the Hungarian Ministry for Innovation and Technology and the OECD’s Directorate for Education and Skills. Building on stakeholder engagement and comparative analysis, the report offers an assessment of the current state of digitalisation in higher education in Hungary, identifies policy recommendations to strengthen the current policy framework supporting digitalisation, and provides suggestions to help Hungarian authorities and stakeholders develop a monitoring framework and indicators to measure the digitalisation of the higher education system.
Higher education helps learners acquire the knowledge and skills they need to lead productive working lives, and it sparks the innovation that fosters economic growth and social progress. However, creating higher education systems that operate at a high level of research and teaching quality, with responsiveness to social and labour market demands, requires effective public policies and institutional practices. This report, which focuses on funding and governance reforms to improve higher education in the Slovak Republic, is a collaboration between the European Commission’s Directorate-General for Structural Reform Support (DG REFORM), the Institute for Strategies and Analysis in the Office of the Government of the Slovak Republic and the OECD’s Directorate for Education and Skills. Building on stakeholder engagement and comparative analysis, the report offers an international perspective on the performance of the Slovak higher education system and provides an action plan focused on governance and funding reforms, placing special emphasis on implementation planning to support reform success.
Enterprises are a key provider of education and training for adults across OECD countries. Yet, policy-makers lack a detailed understanding of how training in enterprises takes place. This report opens the black box of training and informal learning in enterprises by providing in-depth insights on: i) what training and learning opportunities enterprises provide; ii) why they provide training (or not); and iii) how they make decisions about training. It presents new evidence from 100 qualitative cases studies in five countries: Austria, Estonia, France, Ireland and Italy. The findings will assist governments and social partners in designing and implementing better policies in support of training in enterprises.
La formation tout au long de la vie est indispensable aux individus pour réussir sur des marchés du travail et dans des sociétés façonnées par les mégatendances que sont l’allongement de l’espérance de vie, les développements rapides de la technologie, la mondialisation, les migrations, les changements environnementaux et la transformation numérique, mais aussi par des chocs soudains, comme a pu l’être la pandémie de COVID-19. Dans un monde en pleine mutation et en proie à l’incertitude, la formation tout au long de la vie peut les aider à s’adapter et à développer leur résilience aux chocs externes. Si l’appui des pouvoirs publics demeure fort utile pour éviter que les changements structurels ne viennent lacérer le tissu social, la création d’une culture de la formation tout au long de la vie donne à tout un chacun les moyens de s’y adapter par lui-même. Il importe donc de réunir des éléments concrets qui nous éclairent sur les solutions les plus indiquées pour l’accompagner dans cette démarche, pour qu’il puisse « apprendre à apprendre ». La présente édition des Perspectives de l’OCDE sur les compétences 2021 est consacrée à l’étude des politiques, notamment celles qui régissent l’acquisition et l’utilisation des compétences, qui s’offrent aux pouvoirs publics pour promouvoir, avec le maximum d’efficacité, la formation de tous, tout au long de la vie. Ce rapport utilise des données quantitatives comparables pour mettre en relief le rôle décisif des facteurs socio émotionnels et de motivation dans le succès d’une formation tout au long de la vie. Primordiaux en temps ordinaire pour continuer à se former tout au long de la vie, ces facteurs ont acquis une importance accrue avec la pandémie.
Many Latin American countries have experienced improvements in income over recent decades, with several of them now classified as high-income or upper middle-income in terms of conventional metrics. But has this change been mirrored in improvements across the different areas of people’s lives? How’s Life in Latin America? Measuring Well-being for Policy Making addresses this question by presenting comparative evidence for Latin America and the Caribbean (LAC) with a focus on 11 LAC countries (Argentina, Brazil, Chile, Colombia, Costa Rica, the Dominican Republic, Ecuador, Mexico, Paraguay, Peru and Uruguay). Spanning material conditions, quality of life, resources for future well-being, and inequalities, the report presents available evidence on well-being both before and since the onset of the pandemic, based on the OECD Well-being Framework. It also identifies priorities for addressing well-being gaps and describes how well-being frameworks are used in policy within Latin America and elsewhere around the world, providing lessons for governments on what is needed to put people’s well-being at the centre of their action. The report is part of the EU Regional Facility for Development in Transition for Latin America and the Caribbean.
The COVID-19 crisis has amplified the many inadequacies and inequities in education systems. As the future continues to surprise us, the importance of resilience, adaptability and fairness in education will only grow. Equitable schooling means more than treating students equally and uniformly. To be truly fair and impactful, education should work to adapt to students’ differences.
This report offers an initial overview of the available information regarding the circumstances, nature and outcomes of the education of schoolchildren during the first wave of COVID-19 lockdowns of March-April 2020. Its purpose is primarily descriptive: it presents information from high quality quantitative studies on the experience of learning during this period in order to ground the examination and discussion of these issues in empirical examples. Information is presented on three interrelated topics: the nature of the educational experience during the period of lockdowns and school closures; the home environment in which education took place for the vast majority of schoolchildren; the effects on the mental health and learning outcomes for children during this period. The data come primarily from 5 countries (France, Germany, Ireland, the United Kingdom and the United States) with additional information on some aspects for 6 additional countries (Australia, Belgium (Flanders), Canada, Finland, Italy and the Netherlands).
This report will be of interest to policy makers, academics, education stakeholders and anyone interested in a first international empirical analysis of the effects of the pandemic on the lives and education of schoolchildren.
What knowledge do teachers need for 21st century teaching? Today, teachers have an important role in guiding and shaping students’ use of digital tools and optimising the educational benefits of their digital experiences. They are also agents of inclusive, equitable education and ambassadors of embracing diversity as an enriching element of our societies.
To fulfil these roles teachers need to be experts of teaching and learning, and base their practice on a specialised and updated body of knowledge. However, there is a great need for a better understanding of the knowledge and skills that teaching in the 21st century requires. This is the ambition for the next cycle of the OECD Teaching and Learning International Survey (TALIS) and its new Teacher Knowledge Survey (TKS) assessment module.
Studying teaching as a knowledge profession across education systems is as challenging as it is important. This publication aims to contribute to this challenging endeavour by summarising the state-of-art on teacher knowledge and its measurement across systems. It discusses cutting-edge methodologies and designs and outlines implications for research as well as policies and practices for strengthening knowledge-based and evidence-informed practices in schools.