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  • 1
    Online Resource
    Online Resource
    Education in the digital age : healthy and happy children (2020)
    Paris : OECD
    Details
    ISBN: 9789264706491
    Language: English
    Pages: 1 Online-Ressource (215 Seiten) , Illustrationen, Diagramme
    Series Statement: Educational research and innovation
    Parallel Title: Erscheint auch als Education in the digital age
    Keywords: Kinder ; Digitale Medien ; Bildung ; Gesundheit ; Digitalisierung ; OECD-Staaten ; Education ; Graue Literatur
    Abstract: The COVID-19 pandemic was a forceful reminder that education plays an important role in delivering not just academic learning, but also in supporting physical and emotional well-being. Balancing traditional “book learning” with broader social and personal development means new roles for schools and education more generally. This volume is part of a series that examines the intersections between education, well-being and digital technologies. Complementing the first volume Educating 21st Century Children: Emotional Well-Being in the Digital Age, this volume turns the spotlight on physical health and well-being. It explores the important role of play and risk-taking in learning. It examines the “pursuit of perfection” and the impact on children’s lives, whether it be physical, cognitive or academic. It highlights important efforts countries have made to tackle inequality and protect and empower students in both physical and digital environments. It ends with a look at the pending agenda, underscoring the role of partnerships, policy and protection.
    DOI: 10.1787/1209166a-en
    URL: lizenzpflichtig
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  • 2
    Online Resource
    Online Resource
    Governing Education in a Complex World (2016)
    Paris : OECD Publishing
    Details
    ISBN: 9789264255364
    Language: English
    Pages: 1 Online-Ressource (240 p.) , 21 x 28cm.
    Series Statement: Educational Research and Innovation
    Parallel Title: Erscheint auch als Governing education in a complex world
    Keywords: Bildungspolitik ; Schulpolitik ; OECD-Staaten ; Education ; Bildungspolitik ; Schulpolitik
    Abstract: What models of governance are effective in complex education systems? In all systems an increasing number of stakeholders are involved in designing, delivering and monitoring education. Like our societies, education systems are increasingly diverse regarding students, teachers and communities, as well as the values and identities we expect education to deliver. These trends have increased the complexity of education systems, leaving decision makers on all governance levels with the question of how to successfully manoeuvre in this highly dynamic policy area. Governing Education in a Complex World addresses key challenges involved in governing modern education systems, looking specifically at complexity, accountability, capacity building and strategic thinking. The publication brings together research from the OECD Secretariat and invited chapters from international scholars to provide a state of the art analysis and a fresh perspective on some of the most challenging issues facing educational systems today. Creating the open, dynamic and strategic governance systems necessary for governing complex systems is not easy. This volume challenges our traditional concepts of education governance through work on complexity, collaborative networks and decision-making. In doing so it sets the agenda for thinking about the inclusive and adaptable systems necessary for governing education in today’s world. The volume will be a useful resource for those interested in education governance and complexity, particularly policy-makers, education leaders, teachers and the education research community.
    DOI: 10.1787/9789264255364-en
    URL: lizenzpflichtig
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  • 3
    Online Resource
    Online Resource
    Evidence in education : linking research and policy (2007)
    Paris : OECD Publishing
    Details
    ISBN: 9789264033672 , 926403367X
    Language: English
    Pages: Online-Ressource
    Series Statement: Knowledge management
    Series Statement: SourceOECD
    Parallel Title: Druckausg. u.d.T. Evidence in education
    Parallel Title: Erscheint auch als Evidence in education
    RVK:
    DI 1000
    Keywords: Bildungspolitik ; Wissensmanagement ; OECD-Staaten ; Aufsatzsammlung ; Pädagogik ; Politikberatung ; Bildungspolitik
    DOI: 10.1787/9789264033672-en
    URL: Volltext
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  • 4
    Online Resource
    Online Resource
    Education governance in action : lessons from case studies (2016)
    Paris : OECD Publishing
    Details
    ISBN: 9789264262829 , 9789264262652
    Language: English
    Pages: 1 Online-Ressource (194 Seiten) , Illustrationen
    Series Statement: Educational research and innovation
    Parallel Title: Erscheint auch als Burns, Tracey Education governance in action
    Keywords: Bildungspolitik ; Flandern ; Deutschland ; Norwegen ; Polen ; Schweden ; Niederlande ; Education ; Bildungspolitik ; Flandern ; Deutschland ; Norwegen ; Polen ; Schweden
    Abstract: Governing multi-level education systems requires governance models that balance responsiveness to local diversity with the ability to ensure national objectives. This delicate equilibrium is difficult to achieve given the complexity of many education systems. Countries are therefore increasingly looking for examples of good practice and models of effective modern governance that they can adapt to their own needs. Education Governance in Action: Lessons from Case Studies bridges theory and practice by connecting major themes in education governance to real-life reform efforts in a variety of countries. It builds upon in-depth case studies of education reform efforts in Flanders (Belgium), Germany, the Netherlands, Norway, Poland and Sweden. The case studies are complemented by country examples of efforts to restore and sustain trust in their education systems. Together they provide a rich illustration of modern governance challenges - and successes. The volume highlights the importance of the interdependence between knowledge and governance and focuses on essential components for modern education governance: accountability, capacity building and strategic thinking. It sets the agenda for thinking about the flexible and adaptive systems necessary for governing education in today's complex world. This publication will be of interest to policy makers, education leaders, teachers, the education research community and all those interested in education governance and complexity.
    DOI: 10.1787/9789264262829-en
    URL: Volltext
    URL: lizenzpflichtig
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  • 5
    Online Resource
    Online Resource
    Educating 21st century children : emotional well-being in the digital age (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264959941
    Language: English
    Pages: 1 Online-Ressource (280 Seiten) , Illustrationen
    Series Statement: Educational research and innovation
    Parallel Title: Erscheint auch als Educating 21st century children
    Keywords: Kinder ; Kinderbetreuung ; Digitalisierung ; Sozialer Indikator ; Zufriedenheit ; OECD-Staaten ; Education ; Social Issues/Migration/Health ; Science and Technology
    Abstract: What is the nature of childhood today? On a number of measures, modern children’s lives have clearly improved thanks to better public safety and support for their physical and mental health. New technologies help children to learn, socialise and unwind, and older, better-educated parents are increasingly playing an active role in their children's education. At the same time, we are more connected than ever before, and many children have access to tablets and smartphones before they learn to walk and talk. Twenty-first century children are more likely to be only children, increasingly pushed to do more by “helicopter parents” who hover over their children to protect them from potential harm. In addition to limitless online opportunities, the omnipresent nature of the digital world brings new risks, like cyber-bullying, that follow children from the schoolyard into their homes. This report examines modern childhood, looking specifically at the intersection between emotional well-being and new technologies. It explores how parenting and friendships have changed in the digital age. It examines children as digital citizens, and how best to take advantage of online opportunities while minimising the risks. The volume ends with a look at how to foster digital literacy and resilience, highlighting the role of partnerships, policy and protection.
    DOI: 10.1787/b7f33425-en
    URL: lizenzpflichtig
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  • 6
    Online Resource
    Online Resource
    Exploring the Complex Interaction Between Governance and Knowledge in Education (2012)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 43 p. , 21 x 29.7cm
    Series Statement: OECD Education Working Papers no.67
    Keywords: Education
    Abstract: Governments in all OECD countries are facing the challenge of governing increasingly complex education systems. There is a growing need for governance structures that can handle this complexity and which can provide actors with the knowledge they need to make decisions. This working paper asks the question: How do governance and knowledge mutually constitute and impact on each other in complex education systems? It provides an answer through a state of the art literature review and original theoretical argumentation. It breaks new ground by combining different schools of academic and policy thinking which traditionally look at various aspects of the relationship between governance and knowledge separately. Research in public management, political science and public policy, sociology, institutional economics, and organisational management (particularly the knowledge transfer literature) is augmented with work from education and other social sciences, including healthcare, law, and social justice. This working paper argues that just as knowledge is crucial for governance, governance is indispensible for knowledge creation and dissemination. It proposes an analytical framework that combines models of governance with modes of learning and types of knowledge, and provides preliminary empirical examples to support this framework. In the context of diverse social, economic and political environments of OECD countries, the interaction between these two focal points – models of governance and types of knowledge – has become increasingly relevant to researchers, policy makers, and education stakeholders more generally.
    DOI: 10.1787/5k9flcx2l340-en
    URL: Volltext
    URL: lizenzpflichtig
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  • 7
    Online Resource
    Online Resource
    Shifting Responsibilities - 20 Years of Education Devolution in Sweden : A Governing Complex Education Systems Case Study (2014)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (41 p.) , 21 x 29.7cm.
    Series Statement: OECD Education Working Papers no.104
    Keywords: Education ; Sweden
    Abstract: This case study examines the consequences of important education decentralisation reforms that took place in Sweden in the early 1990s. The sudden shift away from a traditionally centralised education system towards a decentralised one meant that municipalities had to quickly accommodate new responsibilities. Difficulties related to this shift were noticed early on and then confirmed by international surveys, in particular PISA, which revealed that student performance was deteriorating while the gap increased between and top- and bottom-performers. Key elements to this include the fact that decentralisation took place without enough support from the central authorities, municipalities (particularly smaller ones) lacked local capacity to manage their new responsibilities, and as a result the reform has resulted in a mismatch between official responsibilities and the actual powers of the various stakeholders. The central government, steering education at arm’s length, has few tools to incentivise compliance with national goals. At the municipal level, financial resources are often allocated based on tradition and local politics rather than actual needs. This is in part due to misuse of available data and of expert knowledge by decision-makers. The case study also provides a series of recommendations for improvement.
    DOI: 10.1787/5jz2jg1rqrd7-en
    URL: lizenzpflichtig
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  • 8
    Online Resource
    Online Resource
    Understanding teachers' pedagogical knowledge : report on an international pilot study (2017)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (150 p.)
    Series Statement: OECD Education Working Papers no.159
    Keywords: Education
    Abstract: What is the nature of teachers’ pedagogical knowledge? The Innovative Teaching for Effective Learning Teacher Knowledge Survey (ITEL TKS) set out to answer this question in a pilot study that ran in five countries: Estonia, Greece, Hungary, Israel and the Slovak Republic. Using convenience samples, the pilot assessed the pedagogical knowledge base of teachers, teacher candidates and teacher educators. Pedagogical knowledge was broken down into the domains of assessment, instructional processes and learning processes. The link between teachers’ knowledge and characteristics of teacher education systems, opportunities to learn and motivational characteristics was also examined. The ITEL TKS pilot demonstrated the feasibility of researching teachers’ pedagogical knowledge profiles across countries, and validated an innovative instrument for assessing general pedagogical knowledge in an internationally comparative way. It also allowed for reflection on potential adaptations to strengthen the design of future work. The results serve as a template for a larger-scale study to explore teacher knowledge and competences in nationally representative samples.
    DOI: 10.1787/43332ebd-en
    URL: lizenzpflichtig
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  • 9
    Online Resource
    Online Resource
    The educational roots of trust (2015)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (55 p.) , 21 x 29.7cm.
    Series Statement: OECD Education Working Papers no.119
    Keywords: Education
    Abstract: Trust is important for social and economic well-being, for enhancing social cohesion and strengthening resilience, and for maintaining security and order in our societies. Trust is the foundation upon which social capital is built and it also is intimately related to human capital. This work examines the association between education and levels of interpersonal trust, using data from the OECD’s Survey of Adult Skills (PIAAC). Our analysis demonstrated that education strengthens the cognitive and analytical capacities needed to develop, maintain, and (perhaps) restore trust in both close relationships as well as in anonymous others. It does so both directly, through building and reinforcing literacy and numeracy in individuals, and indirectly, through facilitating habits and reinforcing behaviours such as reading and writing at home and at work. Education and trust are thus fundamentally intertwined and dependent on each other. While all countries across the OECD have been striving to improve their education systems in terms of student achievement levels, this analysis suggests that there are also concrete elements that could be usefully addressed in order to reinforce and strengthen trust.
    DOI: 10.1787/5js1kv85dfvd-en
    URL: lizenzpflichtig
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  • 10
    Online Resource
    Online Resource
    United in Diversity: A Complexity Perspective on the Role of Attainment Targets in Quality Assurance in Flanders (2016)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (65 p.) , 21 x 29.7cm.
    Series Statement: OECD Education Working Papers no.139
    Keywords: Education ; Belgium
    Abstract: This case study explores the role of attainment targets as a means of systemic quality assurance in Flanders (Belgium), an education system whose governance structures and processes are characterised by high decentralisation and the participation of multiple actors. The analysis identifies a number of key issues in the design and implementation of the attainment targets, such as difficulties in creating a common understanding and participatory governance not leading automatically to teacher ownership of the attainment targets. Three processes that were particularly challenging included the deployment of a whole-of-system approach for implementation, capacity building and the creation of a culture of evaluation. For the future, it is essential to open up participation processes to a broad range of stakeholders. Furthermore, key stakeholders should join forces in setting a shared agenda, creating momentum in implementation and raising capacity across the system, especially in new modes of teaching and assessment.
    DOI: 10.1787/5jlrb8ftvqs1-en
    URL: lizenzpflichtig
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