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  • Online Resource  (122)
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  • 2020-2024  (122)
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  • 1
    Online Resource
    Online Resource
    Going digital in Latvia (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264806054 , 9789264838543 , 9789264606135
    Language: English
    Pages: 1 Online-Ressource (circa 236 Seiten) , Illustrationen
    Series Statement: OECD reviews of digital transformation
    Parallel Title: Parallele Sprachausgabe Digitalizācija Latvijā
    Parallel Title: Erscheint auch als Going digital in Latvia
    Keywords: Technologiepolitik ; Digitalisierung ; Lettland ; Education ; Governance ; Science and Technology ; Industry and Services ; Latvia ; Graue Literatur
    Abstract: Going Digital in Latvia analyses recent developments in Latvia’s digital economy, reviews policies related to digitalisation and make recommendations to increase policy coherence in this area, based on the OECD Going Digital Integrated Policy Framework. The review uses strategic foresight to explore three alternative future scenarios, which could result from the digital transformation of the global economy and society. It also examines the availability and quality of communication networks and services in Latvia as well as related policies and regulations. Further, it reviews trends in digital technology usage among individuals, businesses and the government, and examines policies to foster diffusion. Finally, the review analyses opportunities and challenges raised by digitalisation in key areas, from innovation and skills to digital security and data governance, and evaluates policy responses to these changes in Latvia.
    DOI: 10.1787/8eec1828-en
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  • 2
    Online Resource
    Online Resource
    Career guidance for adults in a changing world of work (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264631632 , 9789264514775 , 9789264180512
    Language: English
    Pages: 1 Online-Ressource (120 Seiten) , Illustrationen
    Series Statement: Getting skills right
    Parallel Title: Erscheint auch als Career guidance for adults in a changing world of work
    Keywords: Education ; Employment ; Graue Literatur
    Abstract: Career guidance is a fundamental policy lever to help adults successfully navigate a constantly evolving labour market through advice and information on job and training opportunities. The COVID-19 pandemic has underscored the importance of career guidance services. Many adults have lost their jobs and require assistance navigating their career options in a changing labour market, where firms are likely to accelerate the adoption of digital technologies in the name of pandemic-proofing. But compared to career guidance services for youth, services for adults receive relatively little policy attention, and little is known of how often existing services are used. This report scopes out initiatives in the area of career guidance for adults in OECD countries, drawing lessons on how to strengthen adult career guidance systems in terms of coverage and inclusiveness, provision and service delivery, quality and impact, and governance and funding. The findings of the report build on the information collected through the 2020 Survey of Career Guidance for Adults (SCGA), an online survey of adults’ experience with career guidance.
    DOI: 10.1787/9a94bfad-en
    URL: lizenzpflichtig
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  • 3
    Online Resource
    Online Resource
    Improving the quality of non-formal adult learning : learning from European best practices on quality assurance (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264487208 , 9789264995642 , 9789264356665
    Language: English
    Pages: 1 Online-Ressource (52 Seiten) , Illustrationen
    Series Statement: Getting skills right
    Parallel Title: Erscheint auch als Improving the quality of non-formal adult learning
    Keywords: Erwachsenenbildung ; Qualitätsmanagement ; Erfolgsfaktor ; Europa ; Education ; Employment ; Graue Literatur
    Abstract: The COVID-19 crisis has reiterated the importance of adult learning and career guidance services as many adults have lost their jobs and now require upskilling and reskilling opportunities in order to keep pace with the rapidly evolving world of work. Yet, in order to achieve its positive gains, adult training needs to be of high quality and ensure successful learning experiences for all participants. This report therefore aims at supporting public authorities to enhance quality in the field of non-formal adult learning. It provides an overview of quality assurance systems across Europe, highlighting their implementation features, governance structures and success factors. Based on this analysis, the report develops a Quality Assurance in Adult Learning Decision Tree to support the decision-making process of governments that are planning reforms of their quality assurance systems.
    DOI: 10.1787/f1b450e1-en
    URL: lizenzpflichtig
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  • 4
    Online Resource
    Online Resource
    Creating responsive adult learning opportunities in Japan (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264461642 , 9789264751477 , 9789264742123
    Language: English
    Pages: 1 Online-Ressource (circa 146 Seiten) , Illustrationen
    Series Statement: Getting skills right
    Parallel Title: Erscheint auch als Creating responsive adult learning opportunities in Japan
    Keywords: Weiterbildung ; Erwachsenenbildung ; Qualifikation ; Japan ; Education ; Employment ; Japan ; Graue Literatur
    Abstract: The COVID-19 crisis has reiterated the importance of adult learning and career guidance services as many adults have lost their jobs and now require upskilling and reskilling opportunities in order to keep pace with the rapidly evolving world of work. To foster the development of responsive and more widespread adult learning opportunities in Japan, this report analyses several policy options to expand access to training, remove the barriers to training participation, and ensure that the training provided is aligned with Japan’s labour market needs. It also discusses the importance for Japanese workers of receiving guidance and support from their employer to facilitate career progression and the need for externally provided guidance services for workers who want to change jobs. Based on this analysis, this report provides actionable policy recommendations as well as good practice examples from OECD countries.
    DOI: 10.1787/cfe1ccd2-en
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  • 5
    Online Resource
    Online Resource
    Delivering quality education and health care to all : preparing regions for demographic change (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264656383 , 9789264446540 , 9789264408265
    Language: English
    Pages: 1 Online-Ressource (circa 220 Seiten) , Illustrationen
    Series Statement: OECD rural studies
    Keywords: Ländlicher Raum ; Bevölkerungsentwicklung ; Ländliches Bildungswesen ; Gesundheitsversorgung ; OECD-Staaten ; Education ; Governance ; Social Issues/Migration/Health ; Urban, Rural and Regional Development ; Graue Literatur
    Abstract: COVID-19 has put renewed focus on the importance of addressing longstanding challenges that OECD governments face in delivering public services, especially in regions with people spread over a wider area where economies of scale are more difficult to achieve. The physical infrastructure needed to provide good quality education and health services can be more complex and expensive in rural and remote regions that also struggle to attract and retain education and health care professionals. Acute ageing trends in many rural regions and, in some cases, a shrinking population will require sustainable policy responses that will need to be coherent with pressure to drive efficiencies in public spending. This report examines the nuances specific to the delivery of education and health care to people everywhere, offering recommendations on how to better adapt provision to the realities of today and the emerging realities of tomorrow to face the challenges of distance, demographic change and fiscal belt-tightening. The report also examines digital connectivity issues in rural and remote regions, recognising the significant scope for digital delivery of services to mitigate challenges related to distance. Finally, the report looks at governance issues, including fiscal issues, through which the delivery of these critical services is administered and paid for.
    DOI: 10.1787/83025c02-en
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  • 6
    Online Resource
    Online Resource
    Career guidance for adults in Latin America (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264385092 , 9789264322370 , 9789264841161
    Language: English
    Pages: 1 Online-Ressource (circa 88 Seiten) , Illustrationen
    Series Statement: Getting skills right
    Parallel Title: Erscheint auch als Career guidance for adults in Latin America
    Keywords: Berufsberatung ; Erwerbsverlauf ; Karriereplanung ; Lateinamerika ; Education ; Employment ; Argentina ; Brazil ; Chile ; Mexico ; Graue Literatur
    Abstract: Career guidance for adults is a fundamental lever to help adults successfully navigate constantly evolving labour markets. As labour markets in Latin America are hit hard by the COVID-19 pandemic and mega trends such as globalisation and digitalisation continue to impact labour demand, support is urgently needed. Millions of adults have lost their jobs and need to identify new career options. However, career guidance for adults is still rare in Latin America. More common are vocational guidance programmes for young people, or labour intermediation services for adults. This report analyses career guidance initiatives for adults in four Latin American countries (Argentina, Brazil, Chile and Mexico). It emphasises the need to establish career guidance higher up on the policy agenda of the region. Lessons are drawn on how to strengthen the coverage and inclusiveness of career guidance, provision and service delivery, quality and impact, as well as governance and funding. The findings build on information collected through the 2020 Survey of Career Guidance for Adults (SCGA), an online survey of adults’ experience with career guidance.
    DOI: 10.1787/4eaf4996-en
    URL: lizenzpflichtig
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  • 7
    Online Resource
    Online Resource
    Teachers and leaders in vocational education and training (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264545458 , 9789264390027 , 9789264367715
    Language: English
    Pages: 1 Online-Ressource (circa 192 Seiten) , Illustrationen
    Series Statement: OECD reviews of vocational education and training
    Parallel Title: Erscheint auch als Teachers and leaders in vocational education and training
    Keywords: Berufsbildung ; Lehrkräfte ; OECD-Staaten ; Education ; Employment ; Science and Technology ; United Kingdom ; United States ; Graue Literatur
    Abstract: Vocational education and training (VET) plays a central role in preparing young people for work, developing the skills of adults and responding to the labour-market needs of the economy. Teachers and leaders in VET can have an immediate and positive influence on learners’ skills, employability and career development. However, when compared to general academic programmes, there is limited evidence on the characteristics of teachers and institutional leaders in VET and the policies and practices of attracting and preparing them. VET teachers require a mix of pedagogical skills and occupational knowledge and experience, and need to keep these up to date to reflect changing skill needs in the labour market and evolving teaching and learning environments. This report fills the knowledge gap on teachers and leaders in VET, and produces new insights into what strategies and policies can help develop and maintain a well-prepared workforce. It zooms in on VET teacher shortages; strategies for attracting and retaining teachers; initial training and professional development opportunities for teachers; the use of innovative technologies and pedagogical strategies; and the important role of institutional leaders and strategies for better preparing and supporting them.
    DOI: 10.1787/59d4fbb1-en
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  • 8
    Online Resource
    Online Resource
    Digital transformation for quality jobs (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264606531 , 9789264844407 , 9789264666450
    Language: English
    Pages: 1 Online-Ressource (circa 284 Seiten) , Illustrationen
    Series Statement: Africa's development dynamics 3rd edition (2021)
    Series Statement: Africa's development dynamics
    Parallel Title: Erscheint auch als Digital transformation for quality jobs
    Keywords: Wirtschaftspolitik ; Arbeitsmarktpolitik ; Technologiepolitik ; Informationstechnik ; Kommunikationstechnik ; Wirkung ; Auswirkung ; Jugend ; Berufliche Qualifikation ; Arbeitswelt ; Entwicklung ; Tendenz ; Education ; Employment ; Finance and Investment ; Social Issues/Migration/Health ; Urban, Rural and Regional Development ; Taxation ; Development ; Science and Technology ; Afrika ; Aufsatz in Zeitschrift
    Abstract: Africa’s Development Dynamics uses lessons learned in the continent’s five regions – Central, East, North, Southern and West Africa – to develop policy recommendations and share good practices. Drawing on the most recent statistics, this analysis of development dynamics attempts to help African leaders reach the targets of the African Union’s Agenda 2063 at all levels: continental, regional, national and local. The 2021 edition, now published at the beginning of the year, explores how digitalisation can create quality jobs and contribute to achieving Agenda 2063, thereby making African economies more resilient to the global recession triggered by the COVID-19 pandemic. The report targets four main policy areas for Africa’s digital transformation: bridging the digital divide; supporting local innovation; empowering own-account workers; and harmonising, implementing and monitoring digital strategies. This edition includes a new chapter examining how to finance Africa’s development despite the 2020 global economic crisis. Africa’s Development Dynamics feeds into a policy debate between the African Union’s governments, citizens, entrepreneurs and researchers. It aims to be part of a new collaboration between countries and regions, which focuses on mutual learning and the preservation of common goods. This report results from a partnership between the African Union Commission and the OECD Development Centre.
    DOI: 10.1787/0a5c9314-en
    URL: kostenfrei
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  • 9
    Online Resource
    Online Resource
    Towards a skills strategy for Southeast Asia : skills for post-COVID recovery and growth (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264946583
    Language: English
    Pages: 1 Online-Ressource (circa 87 Seiten) , Illustrationen
    Series Statement: OECD skills studies
    Keywords: Humankapital ; Qualifikation ; Bildungspolitik ; Wirtschaftswachstum ; Südostasien ; Education ; Employment ; Governance ; Australia ; Brunei Darussalam ; Cambodia ; Germany ; Indonesia ; Japan ; Korea, Republic of ; Lao People's Democratic Republic ; Malaysia ; Myanmar ; Philippines ; Singapore ; Thailand ; United States ; Viet Nam ; Graue Literatur
    Abstract: Skills are central to the capacity of countries and people to thrive in a rapidly changing world. Recovering from the COVID-19 pandemic will require countries to co-ordinate interventions to help recent graduates find jobs, reactivate the skills of displaced workers and use skills effectively in workplaces. Megatrends such as globalisation, climate change, technological progress and demographic change will continue to reshape work and society. Countries should take action now to develop and use more effectively the skills required for the world of the future and at the same time make their skills systems more resilient and adaptable in the context of change and uncertainty. The OECD Skills Strategy provides countries with a strategic approach to assess their skills challenges and opportunities. The foundation of this approach is the OECD Skills Strategy framework allowing countries to explore how they can improve i) developing relevant skills, ii) using skills effectively, and iii) strengthening the governance of the skills system. This report applies the OECD Skills Strategy framework to Southeast Asia, providing an overview of the region’s skills challenges and opportunities in the context of COVID-19 and megatrends, and identifying good practices for improving skills outcomes. This report lays the foundation for a more fully elaborated Skills Strategy for Southeast Asia.
    DOI: 10.1787/6db0907f-en
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  • 10
    Online Resource
    Online Resource
    Children in the digital environment : Revised typology of risks (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (27 p.)
    Series Statement: OECD Digital Economy Papers no.302
    Keywords: Education ; Social Issues/Migration/Health ; Science and Technology
    Abstract: The digital environment has become an integral part of children’s everyday lives and interactions. The benefits can be tremendous, but there also risks. In 2011, the OECD adopted a Typology of Risks in an effort to broadly categorise those risks. Since then the digital environment has changed significantly, as risks have evolved in nature and new ones have emerged. This report informs the OECD’s broader work on children in the digital environment by examining these trends and presenting an updated Typology of Risks. The Typology provides a high-level overview of the risk landscape, and outlines four risk categories and their manifestations. The Typology also identifies and analyses risks that cut across these four risk categories, and that can therefore have wide-ranging effects on children’s lives.
    DOI: 10.1787/9b8f222e-en
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  • 11
    Online Resource
    Online Resource
    Can a growth mindset help disadvantaged students close the gap? (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (8 p.)
    Series Statement: PISA in Focus no.112
    Keywords: Education
    Abstract: Why do certain students thrive when facing adversity while others languish? In the mindset theory, growth mindset is opposed to fixed mindset, and could explain why some people fulfil their potential and others do not. With the COVID pandemic dragging on, having a growth mindset may be even more critical. For students who are able to set their own learning goals, elaborate learning strategies, and master their progress, the disruptive experience of school closing may be enriching. For students who are used to being led in their learning and who have little taste for steering their learning on their own, the experience may be devastating. This PISA in Focus analyses how growth mindset is related to the performance and well-being of 15-year-old students, and its potential implications in terms of equity.
    DOI: 10.1787/20922f0d-en
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  • 12
    Online Resource
    Online Resource
    Thinking about the future : Career readiness insights from national longitudinal surveys and from practice (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (87 p.)
    Series Statement: OECD Education Working Papers no.248
    Keywords: Education
    Abstract: This paper explores how teenage thinking about jobs and careers relates to adulthood labour market outcomes. The OECD working paper Career Ready? How schools can better prepare young people for working life in the era of COVID-19 identifies career certainty, alignment and ambition as relevant indicators related to career thinking. This paper extends analysis of these indicators to new longitudinal datasets from Australia, Denmark, and Switzerland, and incorporates two new indicators, instrumental motivation and career concentration. The findings provide further evidence that teenage career ambition, certainty, alignment, instrumental motivation and broad occupational expectations relate to positive employment outcomes, including in periods of economic turbulence. However, this is not always the case and on some occasions, this association is found only in specific subgroups. Finally, the paper presents evidence from the academic literature, analysis of OECD PISA data and accounts from practitioners, which focus on ways in which schools can foster students’ career thinking.
    DOI: 10.1787/02a419de-en
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  • 13
    Online Resource
    Online Resource
    Tour d’horizon de l’enseignement : Conclusions de l’étude vidéo « Regards sur les pédagogies dans le monde » (2021)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (8 p.)
    Series Statement: L'enseignement à la loupe no.37
    Parallel Title: Parallele Sprachausgabe A deep look into teaching: Findings from the Global Teaching InSights video study
    Keywords: Education
    Abstract: Aux quatre coins du monde, les chercheurs, les responsables politiques, les parents et les enfants s’accordent tous à dire que les enseignants jouent un rôle important dans les résultats des élèves. Cependant, nous commençons seulement à identifier les pratiques qui constituent un enseignement de qualité. L’enseignement et l’apprentissage sont des processus complexes qui mettent au défi les compétences et les capacités des enseignants et des apprenants. Les enseignants doivent savoir comment, quand, où et pourquoi utiliser des pratiques pédagogiques spécifiques liées à la matière enseignée afin de répondre aux besoins des apprenants et les faire progresser. L’initiative de l’OCDE « Regards sur les pédagogies dans le monde : Étude vidéo des pratiques pédagogiques » recourt à de nouvelles méthodes de recherche afin de mettre en lumière plus directement les processus d’enseignement et d’apprentissage qui sont essentiels pour améliorer l’éducation à grande échelle.
    DOI: 10.1787/38801fa3-fr
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  • 14
    Online Resource
    Online Resource
    What can schools and teachers do to help boys close the gap in reading performance? (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Teaching in Focus no.39
    Parallel Title: Parallele Sprachausgabe Aider les garçons à combler leur retard en compréhension de l’écrit : Ce que les enseignants et les établissements scolaires peuvent faire
    Keywords: Education
    Abstract: One of the goals of education systems is to equip all students, irrespective of their individual characteristics, with market-relevant skills. Poor or inadequate skills limit access to better-paying and more rewarding jobs and, ultimately, to better living and health conditions, and higher social and political participation. Yet, inequalities in education abound. Family background, disabilities and gender all influence students’ trajectory toward fulfilling their potential. Boys, for instance, tend to lack the basic reading proficiency needed for today’s knowledge societies. The latest TALIS-PISA link report, Positive, High-achieving Students? What Schools and Teachers Can Do, explores some of the teacher and school factors that could play a role in bridging the gap in reading performances at school between girls and boys.
    DOI: 10.1787/bcbf795e-en
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  • 15
    Online Resource
    Online Resource
    How does earnings advantage from tertiary education vary by field of study? (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (7 p.)
    Series Statement: Education Indicators in Focus no.77
    Keywords: Education
    Abstract: A tertiary degree yields better earnings, especially in countries with a small share of tertiary-educated adults in the population. However, this earnings advantage varies significantly by field of study. In some countries, workers with a tertiary degree in arts and humanities earn less than those with just an upper secondary education. Occupations that have formed the backbone of society during the COVID-19 crisis, such as education and nursing, have among the lowest relative earnings of all fields of study. There is no clear correlation between the share of tertiary graduates by field of study and the relative earnings advantage. This may be due to the selectiveness of some fields, students’ personal interests or misinformation about the labour market. Policy makers will need to consider ways beyond market mechanisms to increase the attractiveness of fields of study which offer essential skills for society.
    DOI: 10.1787/8a4b8f7a-en
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  • 16
    Online Resource
    Online Resource
    Are 15-year-olds prepared to deal with fake news and misinformation? (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (8 p.)
    Series Statement: PISA in Focus no.113
    Keywords: Education
    Abstract: Digital technologies have changed how people interact with information. PISA data shows that 15-year-olds increasingly read online to fulfil information needs (e.g. online news versus newspapers). At the same time, technological changes in the digitalisation of communication continue to reshape people’s habits (e.g. chats online versus emails). Fifteen-year-olds’ total online consumption has risen from 21 hours a week in PISA 2012 to 35 hours per week in PISA 2018 – almost the equivalent of an average adult workweek in OECD countries. The massive information flow that characterises the digital era demands that readers be able to distinguish between fact and opinion, and learn strategies to detect biased information and malicious content such as phishing emails or fake news.
    DOI: 10.1787/6ad5395e-en
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  • 17
    Online Resource
    Online Resource
    Teachers’ professional learning study: Diagnostic report for Wales (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (43 p.)
    Series Statement: OECD Education Policy Perspectives no.33
    Keywords: Education ; United Kingdom
    Abstract: The Welsh Government asked the OECD to undertake a targeted diagnostic study of Wales’ system for teachers’ Continuing Professional Learning (CPL). Drawing on findings from interviews with Welsh stakeholders and schools, as well as document review, the study team identified strengths and weaknesses of the continuing professional learning system in Wales, as well as opportunities and threats going forward.
    DOI: 10.1787/caf912c7-en
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  • 18
    Online Resource
    Online Resource
    All the lonely people : Education and loneliness (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (12 p.)
    Series Statement: Trends Shaping Education Spotlights no.23
    Keywords: Education
    Abstract: Everyone feels lonely some of the time. However, chronic loneliness can impair learning, affect physical and mental health, and is even linked to early death. Loneliness is thus not only a personal matter; it is a public health concern. Schools provide spaces and opportunities for friendships. By bringing together students from different backgrounds, education can help forge connections across social groups, strengthen social skills and provide access to activities that are meaningful over a lifetime. It can also build skills needed to prevent or break the negative thought processes associated with chronic loneliness.
    DOI: 10.1787/23ac0e25-en
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  • 19
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    Multi-dimensional Review of the Western Balkans : Assessing Opportunities and Constraints (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264652880 , 9789264378919 , 9789264861763
    Language: English
    Pages: 1 Online-Ressource (654 p.) , 21 x 28cm.
    Series Statement: OECD Development Pathways
    Keywords: Entwicklung ; Wirtschaftswachstum ; Nachhaltige Entwicklung ; Südosteuropa ; Albanien ; Bosnien-Herzegowina ; Kosovo ; Nordmazedonien ; Serbien ; Education ; Environment ; Governance ; Social Issues/Migration/Health ; Development ; Albania ; Bosnia and Herzegovina ; Kosovo ; North Macedonia ; Serbia
    Abstract: The Western Balkans region has come a long way over the last two decades in achieving economic and social progress. With a population of 17.6 million, the region today boasts a combined gross domestic product (GDP) of close to EUR 100 billion, an average GDP per capita of about EUR 5 400 and a comprehensive process of integration with the European Union. This report provides multi-dimensional assessments across the economic, social, finance, governance and environmental pillars of sustainable development for five economies of the region. The region’s location, its deep relationships with Europe and its academic tradition present many opportunities for future development, especially at a time when distances are shrinking further with digitalisation. Making the most of this potential will require collaboration in tackling challenges, which have been further exposed during the COVID-19 pandemic. Boosting competences and education, strengthening social cohesion and ensuring a green transformation towards clean energy and the valuation of the region’s natural wealth, emerge as strategic priorities. Beyond practical and financial constraints, future solutions must address considerable institutional and governance challenges that remain across the region.
    DOI: 10.1787/4d5cbc2a-en
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  • 20
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    Education in Brazil : An International Perspective (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264742611 , 9789264957626 , 9789264596092
    Language: English
    Pages: 1 Online-Ressource (234 Seiten) , 21 x 28cm.
    Parallel Title: Erscheint auch als Education in Brazil
    Keywords: Bildungswesen ; Bildungspolitik ; Brasilien ; Education ; Brazil ; Statistik
    Abstract: The Education in Brazil: An International Perspective report was developed drawing on internationally comparative data on education in Brazil, in particular the extensive range of data collected by the OECD through its surveys. The experiences of other countries and how they have tackled challenges similar to those now faced by Brazil, along with the insights from consultations with key national experts, also inform the analysis. The report benchmarks with OECD and a set of comparator emerging economies the whole education system from early childhood education and care to tertiary education, focusing on: Access and participation Learning and labour market outcomes The allocation, use and efficiency of financial, human and material resources School leaders, teachers and teaching The school climate and student well-being The report highlights the many strengths of Brazil’s education system, identifies the main challenges ahead and offers policy implications for the future.
    DOI: 10.1787/60a667f7-en
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    Micro-credential innovations in higher education : Who, What and Why? (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (43 p.)
    Series Statement: OECD Education Policy Perspectives no.39
    Keywords: Education
    Abstract: Micro-credentials are receiving growing interest from learners, education providers and governments as a means of upskilling and reskilling, academic advancement and personal development. This paper offers new empirical evidence on the current offer of micro-credentials across OECD jurisdictions, and provides an account of what is known about the costs and benefits of short learning programmes offered by higher education institutions.
    DOI: 10.1787/f14ef041-en
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    Quality and value of micro-credentials in higher education : Preparing for the future (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (34 p.)
    Series Statement: OECD Education Policy Perspectives no.40
    Keywords: Education
    Abstract: The number and diversity of micro-credential offerings have expanded substantially in recent years, accelerated by the onset of the COVID-19 pandemic. This paper examines how higher education institutions envision the future of micro-credentials and notes current policy developments undertaken to support the successful integration of micro-credentials into higher education systems. It concludes by reflecting on the promises and challenges micro-credentials present to policy makers supporting their development.
    DOI: 10.1787/9c4ad26d-en
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    Education Policy Outlook in Brazil: With a focus on international policies (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (32 p.)
    Series Statement: OECD Education Policy Perspectives no.37
    Keywords: Bildungspolitik ; Brasilien ; Education ; Brazil
    Abstract: This country policy profile on education in Brazil is part of the Education Policy Outlook series. Building on the first policy profile for Brazil (2015), it offers a concise analysis of where the education system stands today and how this compares to other systems. This profile offers relevant international policy examples that may serve as possible inspiration as policy makers work to address Brazil's key challenges and priorities, including in the post-COVID recovery. It brings together over a decade's worth of policy analysis by the Education Policy Outlook, as well as recent OECD data, relevant thematic and country-specific work and other international and national evidence. The report also benefits from the Education Policy Outlook's ongoing comparative analysis of resilience and responsiveness in education policy. This profile is complemented by its companion report Education Policy Outlook: Brazil - with a focus on national and subnational policies (both also available in Portuguese).
    DOI: 10.1787/e97e4f72-en
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    The State of Global Education : 18 Months into the Pandemic (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (45 p.)
    Keywords: Bildungswesen ; Coronavirus ; Welt ; Education
    Abstract: In 2020, 1.5 billion students in 188 countries/economies were locked out of their schools. Students everywhere have been faced with schools that are open one day and closed the next, causing massive disruption to their learning. With the coronavirus (COVID-19) pandemic still raging, the disruption to education has extended into 2021 and many education systems are still struggling to ensure learning continuity. The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and collecting data on how each system is responding to the crisis, from school closures and remote learning, to teacher vaccination and gradual returns to in-class instruction. This report presents the findings from this survey, providing an overview of educational responses from OECD member and partner countries 18 months into the COVID crisis.
    DOI: 10.1787/1a23bb23-en
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  • 25
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    How much do 15-year-olds learn over one year of schooling? An international comparison based on PISA (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (38 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.257
    Keywords: Education
    Abstract: This paper quantifies the learning gain that accrues to 15‑year-old students over one year of schooling in 18 countries and economies, where the cohort eligible to sit the OECD Programme for International Student Assessment (PISA)ISA test overlaps with two distinct school cohorts. School-entry regulations are used as an exogenous source of variation for grade levels in an instrumental- variables framework. The focus on the joint effect of schooling and age, together with (local) linearity assumptions, make it possible to account for differences in school-starting age across students who are expected to be in different grades. On average, students’ test scores increase by about one-fifth of a standard deviation over a school year. While estimates of the grade gain for individual countries and economies come with wide confidence intervals, this study also shows the annual learning gain of students around the age of 15 tends to be larger in high-income countries compared to middle-income countries.
    DOI: 10.1787/a28ed097-en
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    Developing indicators to support the implementation of education policies (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (50 p.)
    Series Statement: OECD Education Working Papers no.255
    Keywords: Bildungspolitik ; Entwicklungshilfe ; Entwicklungsländer ; Education
    Abstract: Across OECD countries, the increasing demand for evidence-based policy making has further led governments to design policies jointly with clear measurable objectives, and to define relevant indicators to monitor their achievement. This paper discusses the importance of such indicators in supporting the implementation of education policies. Building on the OECD education policy implementation framework, the paper reviews the role of indicators along each of the dimensions of the framework, namely smart policy design, inclusive stakeholder engagement, and conducive environment. It draws some lessons to improve the contribution of indicators to the implementation of education policies, while taking into account some of their perennial challenges pertaining to the unintended effects of accountability. This paper aims to provide insights to policy makers and various education stakeholders, to initiate a discussion on the use and misuse of indicators in education, and to guide future actions towards a better contribution of indicators to education policy implementation.
    DOI: 10.1787/b9f04dd0-en
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    Using Digital Technologies for Early Education during COVID-19 : OECD Report for the G20 2020 Education Working Group (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (67 p.) , 21 x 28cm.
    Keywords: Frühkindliche Bildung ; Schule ; Unterricht ; Digitalisierung ; Digitale Medien ; Coronavirus ; Bildungspolitik ; OECD-Staaten ; G20-Staaten ; Education ; Science and Technology
    Abstract: Digital technologies are increasingly present in young children’s lives. How can early education systems get the best out of digitalisation while minimising its risks? This is especially urgent as the COVID-19 pandemic has accelerated our reliance on digital tools – tools that enabled young children to continue learning when early education centres and primary schools closed down. It is in this context that the OECD conducted a policy survey covering 34 countries and jurisdictions. It investigates how digital technologies were used to provide distance education for young children in 2020, which challenges arose and what policy changes are in the pipeline for early education.
    DOI: 10.1787/fe8d68ad-en
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    Resourcing higher education in Denmark : Thematic policy brief (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (73 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.49
    Keywords: Hochschulfinanzierung ; Dänemark ; Education ; Denmark
    Abstract: The thematic policy brief on Resourcing Higher Education in Denmark is the first in a series of thematic policy briefs produced as part of 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. In 2017, Denmark embarked on an ambitious reform of its system for funding higher education institutions, aiming to improve teaching quality, graduates’ transition to the labour market and institutional leadership and profiling. Developed for the Danish Ministry of Higher Education and Science, the thematic policy brief compares the Danish system for funding higher education institutions with systems in peer OECD jurisdictions, focusing on the design of different components of the funding model, the use of performance-related mechanisms elements and mechanisms to promote social inclusion and the regional coverage of the higher education system. The brief identifies policy issues that may warrant further attention as part of a planned future review of the Danish funding system.
    DOI: 10.1787/c8217325-en
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    Policy approaches and initiatives for the inclusion of gifted students in OECD countries (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (71 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.262
    Keywords: Education
    Abstract: To date, no international consensus exists on the definition of giftedness. There is a great diversity in conceptualising giftedness not only between, but also within countries. Inevitably, this has a major influence on how countries design and implement gifted education programmes. This paper starts with an overview of the extended academic literature on the definition and identification of giftedness. It then describes OECD countries’ policy initiatives to respond to the needs of gifted students and to foster their inclusion in education systems. Following the Strength through Diversity project’s framework, the analysis focuses on the areas of governance, resourcing, capacity building, school-level interventions, and monitoring and evaluation of gifted programmes. The paper finds that a greater emphasis is placed on the governance of gifted education, often related to broader equity and inclusion concerns. Nonetheless, further research and evaluations are needed to understand what policies and practices can best benefit gifted learners while ensuring positive educational and well-being outcomes for all students.
    DOI: 10.1787/c3f9ed87-en
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    Design and implementation of a comprehensive monitoring system in Austria (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (29 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.48
    Keywords: Bildungspolitik ; Bewertung ; Österreich ; Education ; Austria ; Amtsdruckschrift
    Abstract: Austria is in the process of developing and implementing a comprehensive education monitoring system that is in line with the goals of the 2017 Education Reform Act. This Policy Perspective presents the final output of this two-year collaboration between the Austrian Federal Ministry of Education, Science and Research, the European Commission and the OECD. The overall goal of this project is to support the Austrian Government in the design and implementation of a new education monitoring system that balances traditional top-down implementation processes with more bottom-up approaches that leave room for co-construction and local adaptation. This report issues a set of recommendations for the monitoring system to provide data to support quality assurance, school self-evaluation, effective governance, evidence-based policy making, and allocation and use of resources. This report can be of help for any country looking to support policy development and improvement in the education system through data-informed decision-making.
    DOI: 10.1787/956e3d9d-en
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    Petite enfance, grands défis VI : Soutenir des interactions constructives dans l'éducation et l’accueil des jeunes enfants (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264623989 , 9789264359086 , 9789264524958
    Language: French
    Pages: 1 Online-Ressource (186 p.) , 21 x 28cm.
    Series Statement: Petite enfance, grands défis
    Parallel Title: Parallele Sprachausgabe Starting Strong VI: Supporting Meaningful Interactions in Early Childhood Education and Care
    Keywords: Education ; Australia ; Canada ; Ireland ; Japan ; Luxembourg ; Switzerland
    Abstract: 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.
    DOI: 10.1787/71b52184-fr
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    Embedding Values and Attitudes in Curriculum : Shaping a Better Future (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264697317 , 9789264500471 , 9789264842731
    Language: English
    Pages: 1 Online-Ressource (199 p.) , 21 x 28cm.
    Keywords: Education
    Abstract: 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.
    DOI: 10.1787/aee2adcd-en
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    Germany: Country Health Profile 2021 (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264624856
    Language: English
    Pages: 1 Online-Ressource (24 p.) , 21 x 28cm.
    Series Statement: State of Health in the EU
    Parallel Title: Parallele Sprachausgabe Deutschland: Länderprofil Gesundheit 2021
    Keywords: 2010-2020 ; Gesundheit ; Gesundheitswesen ; Gesundheitsversorgung ; Gesundheitsrisiko ; Coronavirus ; Deutschland ; Social Issues/Migration/Health ; Germany ; Amtsdruckschrift
    Abstract: This profile provides a concise and policy-relevant overview of health and the health system in Germany as part of the broader series of the State of Health in the EU country profiles. It provides a short synthesis of: the health status in the country; the determinants of health, focussing on behavioural risk factors; the organisation of the health system; and the effectiveness, accessibility and resilience of the health system. This edition has a special focus on the impact of COVID‑19. This profile is the joint work of the OECD and the European Observatory on Health Systems and Policies, in co-operation with the European Commission.
    DOI: 10.1787/e4c56532-en
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    Strengthening Early Childhood Education and Care in Ireland : Review on Sector Quality (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264501157 , 9789264654754 , 9789264330481
    Language: English
    Pages: 1 Online-Ressource (109 p.) , 21 x 28cm.
    Keywords: Frühkindliche Bildung ; Kinderbetreuung ; Bildungspolitik ; Jugendpolitik ; Irland ; Education ; Ireland ; Amtsdruckschrift
    Abstract: 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.
    DOI: 10.1787/72fab7d1-en
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    How schools can help protect young people in a recession (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (20 p.)
    Series Statement: OECD Education Policy Perspectives no.30
    Keywords: Berufsberatung ; Schule ; Jugendliche ; Junge Arbeitskräfte ; Konjunktur ; OECD-Staaten ; Education
    Abstract: Career guidance has never been seen as more important but what really makes a difference to the prospects of young people? This paper provides guidance to schools on how school leaders, teachers and guidance professionals can be most confident that they are providing useful support to students. It summarises available research on how schools can be most effective – and shares examples of how countries are helping to prepare young people to become career ready even at the most difficult times. In particular, it focuses on three important teenage attributes which act as indicators for whether they can be expected to do as well as possible in the jobs market. It matters: What teenagers think about their futures in work How they explore their potential futures at home or at school Whether they experience workplaces through part-time working, internships or volunteering. Young people who think about, explore and experience potential future lives in work are much better placed to make decisions that are right for them and compete for available jobs. The paper summarises the key evidence, sets out principles underpinning more effective career guidance and shows how well students are doing in different countries. Finally, encourages interested policy makers and practitioners to stay in touch with OECD work that will conclude late in 2021 with the development of data-driven tools for practice.
    DOI: 10.1787/18f7d6f0-en
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    A good start in uncertain times: Preparing teachers for a successful career (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (12 p.)
    Series Statement: OECD Education Policy Perspectives no.28
    Keywords: Lehrkräfte ; Berufsbildung ; Qualifikation ; Coronavirus ; OECD-Staaten ; Education
    Abstract: Effective teaching starts with high-quality preparation that provides prospective teachers with a strong foundation on which they can continue to build throughout their career. Initial teacher preparation should provide beginning practitioners with a coherent learning experience that integrates coursework, practical training, induction and early career development. This requires education systems to conceive of initial teacher preparation as part of a career-long learning continuum, to expand the range of actors involved in the process, and to create and sustain strong partnerships and feedback loops between schools and teacher education institutions. While the importance of practice-based components in initial teacher education (ITE) is now widely recognised, the COVID-19 disruption of schooling has created new challenges for their implementation. This Policy Brief draws on evidence from the OECD School Resources Review and beyond to explore the following questions: What do we know about effective initial teacher education programmes? How to link teachers’ initial education to induction and continuing professional learning? How to adapt initial teacher preparation to remote and hybrid teaching contexts
    DOI: 10.1787/0da6ced2-en
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    Formation des enseignants et utilisation des technologies de l’information et de la communication face à la crise de la COVID-19 (2021)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (8 p.)
    Series Statement: L'enseignement à la loupe no.35
    Parallel Title: Parallele Sprachausgabe Teachers’ training and use of information and communications technology in the face of the COVID-19 crisis
    Keywords: Education
    Abstract: La pandémie de COVID-19 a provoqué l’un des plus grands bouleversements qu’ait connu le monde de l’éducation ces dernières années. Dans un souci de freiner la propagation du virus et de garantir le droit à l’éducation, un grand nombre de gouvernements ont pris la décision de passer sans délai d’un enseignement traditionnel en présentiel à une forme ou une autre d’apprentissage à distance. Pour assurer la continuité pédagogique durant la fermeture des établissements d’enseignement, de nombreux enseignants dans le monde entier ont ainsi dû mettre leurs cours en ligne. Certains éléments semblent indiquer l’évolution des systèmes d’éducation vers une « nouvelle donne », où l’enseignement traditionnel en présentiel sera complété par une forme ou une autre d’apprentissage à distance. Bien que collectées avant la pandémie de COVID-19, les données de l’Enquête internationale de l’OCDE sur l’enseignement et l’apprentissage (TALIS 2018) fournissent de précieuses informations pour comprendre pourquoi certains enseignants sont plus enclins que d’autres à laisser leurs élèves utiliser les TIC pour des projets ou des travaux en classe, et pour explorer les facteurs sous-tendant la participation des enseignants aux activités de développement professionnel couvrant l’utilisation des TIC à l’appui de l’enseignement.
    DOI: 10.1787/d28257b7-fr
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    A strong start for every Indigenous child (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (87 p.)
    Series Statement: OECD Education Working Papers no.251
    Keywords: Education
    Abstract: This Working Paper was developed to assist policy makers, education and Indigenous leaders, as well as education practitioners, to better support Indigenous children’s early learning and well-being. The paper focuses on early years policies and provision in Aotearoa New Zealand, Australia and Canada. It sets out a synthesis of evidence on children’s early development, with a particular focus on the conditions and approaches that support positive outcomes for Indigenous children. The Working Paper then outlines a set of promising initiatives that seek to create positive early learning environments for Indigenous children. Drawing on the available evidence and promising approaches, the paper presents a framework for strengthening Indigenous children’s early learning and well-being.
    DOI: 10.1787/ebcc34a6-en
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    Supporting teachers’ use of ICT in upper secondary classrooms during and after the COVID-19 pandemic (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Teaching in Focus no.41
    Parallel Title: Parallele Sprachausgabe Soutenir l’utilisation des TIC chez les enseignants du deuxième cycle du secondaire durant et après la pandémie de COVID-19
    Keywords: Education
    Abstract: School systems around the world are making efforts to enhance and make education more efficient with information and communications technology (ICT). This has become especially urgent due to the current pandemic. Because of its rapidly evolving nature, ICT places unique demands on teachers, requiring a certain level of digital literacy and specialised pedagogical knowledge to integrate it into the classroom. Teacher training in ICT usage and instruction at the collective and official level is key to a successful transition from an old to a new educational system. But efforts and careful analysis will be needed to ensure that the training actually increases teacher preparedness and meets their educational demands. Without proper implementation, ICT use may not only be ineffective but have a negative impact on teaching and learning.
    DOI: 10.1787/5e5494ac-en
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    To what extent can blockchain help development co-operation actors meet the 2030 Agenda? (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (50 p.)
    Series Statement: OECD Development Co-operation Working Papers no.95
    Keywords: Entwicklungshilfe ; Blockchain ; Education ; Energy ; Environment ; Finance and Investment ; Governance ; Development ; Science and Technology ; Economics ; Australia ; Bangladesh ; Estonia ; Ghana ; India ; Jordan ; Kenya ; Nigeria ; Pakistan ; Philippines ; Senegal ; South Africa ; United States ; Vanuatu
    Abstract: Blockchain is mainstreaming, but the number of blockchain for development use-cases with proven success beyond the pilot stage remain relatively few. This paper outlines key blockchain concepts and implications in order to help policymakers reach realistic conclusions when considering its use. The paper surveys the broad landscape of blockchain for development to identify where the technology can optimise development impact and minimise harm. It subsequently critically examines four successful applications, including the World Food Programme’s Building Blocks, Oxfam’s UnBlocked Cash project, KfW’s TruBudget and Seso Global. As part of the on-going work co-ordinated by the OECD’s Blockchain Policy Centre, this paper asserts that post-COVID-19, Development Assistance Committee (DAC) donors and their development partners have a unique opportunity to shape blockchain’s implementation.
    DOI: 10.1787/11857cb5-en
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    Why do more young women than men go on to tertiary education? (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (5 p.)
    Series Statement: Education Indicators in Focus no.79
    Keywords: Education ; Social Issues/Migration/Health
    Abstract: Understanding the gender dynamics in educational transitions can help target policies to support equitable access to education as well as its quality and labour-market outcomes. In almost all OECD countries, the gender gap in favour of women is wider in tertiary education than at upper secondary level. Differences in programme orientation and girls’ educational performance at school may give them greater access to tertiary education than boys. Changes in the courses on offer in higher education, and the social value of a university education for young women may also influence their choices. In addition, young women tend to gain more from a tertiary degree in the labour market than their male peers, both in terms of employment and earnings, which may make pursuing higher education more attractive.
    DOI: 10.1787/6f7209d1-en
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    What are the roles and salaries of school heads? (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Education Indicators in Focus no.78
    Keywords: Education
    Abstract: School heads in public institutions are required to work on average 7-8 hours a day, as is the case for most office-based jobs. The hours worked and the list of tasks and responsibilities vary widely across countries. On average across OECD countries, they earn more than teachers and other full-time tertiary-educated workers. However, more than half of school heads in the OECD countries are not satisfied with their salary and feel quite stressed due to heavy administrative workloads and responsibilities other than leadership and management.
    DOI: 10.1787/97d6b7a5-en
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    Parole aux enseignants : Faire face au stress professionnel du corps enseignant dans le contexte de la crise de la COVID-19 (2021)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (8 p.)
    Series Statement: L'enseignement à la loupe no.36
    Parallel Title: Parallele Sprachausgabe Give teachers a say: Facing the challenge of teachers’ work-related stress in the COVID-19 crisis
    Keywords: Education
    Abstract: Les enseignants et les écoles du monde entier font face à l’un des plus grands bouleversements qu’aient jamais connu les systèmes d’éducation. Les méthodes et pratiques en place depuis des décennies se sont vues modifiées, remaniées ou supprimées afin de limiter les risques de contagion pour les élèves, les enseignants et les parents, tout en assurant la continuité de l’enseignement et de l’apprentissage. Cette crise met au premier plan le rôle et l’importance des enseignants, mais est également source de nouvelles exigences et pressions dans une profession déjà difficile. Quand la crise de la COVID-19 a éclaté, les enseignants de nombreux systèmes d’éducation ont dû exercer leur métier dans un nouveau contexte, marqué par les interactions en ligne et l’incertitude autour de la réouverture des établissements scolaires. Une fois cette réouverture actée, elle s’est accompagnée de diverses mesures de sécurité sanitaire et de la menace constante de voir les établissements scolaires refermer – autant d’éléments susceptibles d’avoir eu de profondes répercussions sur la satisfaction professionnelle des enseignants et leur niveau de stress.
    DOI: 10.1787/fcbfcb3c-fr
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  • 44
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    National assessment reform: Core considerations for Brazil (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (56 p.)
    Series Statement: OECD Education Policy Perspectives no.34
    Keywords: Bildungswesen ; Bildungspolitik ; Brasilien ; Education ; Brazil
    Abstract: In light of recent education reforms, Brazil is currently considering a series of changes to the purpose and design of its Basic Education Assessment System (Sistema de Avaliação da Educação Básica, SAEB), which has been a critical source of information about student learning outcomes for the past 30 years. To inform these discussions, the OECD was invited to review a set of policy proposals for reforming the current SAEB so that it more closely aligns with Brazil’s new learning standards and provides data to support a range of education actors - from the classroom to the ministry – in their efforts to raise educational performance and reduce inequalities. The findings from this OECD Review are set out in the below policy perspective.
    DOI: 10.1787/333a6e20-en
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  • 45
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    What can schools and teachers do to boost students academically? (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Teaching in Focus no.38
    Parallel Title: Parallele Sprachausgabe Stimuler les élèves sur le plan scolaire : Ce que peuvent faire les enseignants et les établissements scolaires
    Keywords: Education
    Abstract: With most students around the world having experienced remote learning over the past year because of the COVID-19 pandemic, the importance of teachers and schools has become all the more evident. Temporary school closures underline how richly students benefit from being in school with their teachers and classmates. Positive, High-achieving Students? What Schools and Teachers Can Do pinpoints some of the factors that make an effective teacher and school.
    DOI: 10.1787/6a8a364d-en
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  • 46
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    Soutenir l’utilisation des TIC chez les enseignants du deuxième cycle du secondaire durant et après la pandémie de COVID-19 (2021)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: L'enseignement à la loupe no.41
    Parallel Title: Parallele Sprachausgabe Supporting teachers’ use of ICT in upper secondary classrooms during and after the COVID-19 pandemic
    Keywords: Education
    Abstract: Les systèmes d’éducation du monde entier s’efforcent d’améliorer la qualité et l’efficacité de leur enseignement grâce aux technologies de l’information et de la communication (TIC), une transition dont l’urgence se fait d’autant plus sentir dans le contexte actuel de la pandémie de COVID-19. Or les TIC, en constante évolution, confrontent les enseignants à d’importants défis, exigeant d’eux un certain niveau de compétences numériques et des connaissances pédagogiques spécialisées pour pouvoir les intégrer dans leur enseignement. La formation des enseignants à l’utilisation et à l’enseignement des TIC, au niveau collectif et officiel, est essentielle à la réussite de la transition vers un système d’éducation modernisé. Des efforts et une analyse attentive seront toutefois nécessaires pour s’assurer que cette formation améliore réellement le sentiment de préparation des enseignants et répond bien à leurs besoins. Sans mise en oeuvre adéquate, l’utilisation des TIC peut en effet non seulement s’avérer inefficace, mais aussi avoir un impact négatif sur l’enseignement et l’apprentissage.
    DOI: 10.1787/04467058-fr
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  • 47
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    Aider les garçons à combler leur retard en compréhension de l’écrit : Ce que les enseignants et les établissements scolaires peuvent faire (2021)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: L'enseignement à la loupe no.39
    Parallel Title: Parallele Sprachausgabe What can schools and teachers do to help boys close the gap in reading performance?
    Keywords: Education
    Abstract: L’un des objectifs des systèmes d’éducation est de doter tous les élèves, indépendamment de leurs caractéristiques individuelles, de compétences pertinentes pour le marché de l’emploi. Des compétences insuffisantes ou inadéquates limitent l’accès à des emplois mieux rémunérés et plus gratifiants et, en fin de compte, à de meilleures conditions de vie et de santé, ainsi qu’à une participation accrue à la vie sociale et politique. Pourtant, les inégalités dans l’éducation sont nombreuses. Le contexte familial, les situations d’handicap et le sexe sont autant de facteurs qui influencent la trajectoire des élèves vers la réalisation de leur potentiel. Les garçons, par exemple, tendent à manquer des compétences de base en compréhension de l’écrit qui sont nécessaires dans nos sociétés du savoir. Le récent rapport sur le lien TALIS-PISA, Positive, High-achieving Students?: What Schools and Teachers Can Do (Former des élèves enthousiastes et performants : ce que les enseignants et les établissements scolaires peuvent faire), explore certains des facteurs liés aux enseignants et aux établissements qui pourraient jouer un rôle dans la réduction de l’écart de performance en compréhension de l’écrit entre les garçons et les filles.
    DOI: 10.1787/614cb028-fr
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  • 48
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    More time at school : Lessons from case studies and research on extended school days (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (153 p.)
    Series Statement: OECD Education Working Papers no.252
    Keywords: Education
    Abstract: Many countries have considered extending their school days to improve students’ outcomes, promote equity or support parents to combine work and family lives. Given the impact of such reforms, identifying conditions for their successful implementation is an important concern. This working paper reviews the available evidence and synthesises common lessons from six European and Latin American countries that extended and reorganised their school days. Each case study describes the reform’s context and goals, design and implementation, and resource implications. The paper highlights that lengthening the school day might be an efficient strategy for some schools and systems, but not for others, depending on policy goals and alternatives. To reap any potential benefits, reforms need to consider the quality and articulation of the activities taking place and related adjustments to school resources. As the paper suggests, school-day extensions provide an opportunity to rethink schools as places not just for learning, but for holistic student development, engagement and support.
    DOI: 10.1787/1f50c70d-en
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  • 49
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    Iceland Education Policy 2030 and its implementation (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (54 p.)
    Series Statement: OECD Education Policy Perspectives no.32
    Keywords: Bildungspolitik ; Island ; Education
    Abstract: Iceland’s Education Policy 2030 (EP2030) is an education strategy document that outlines aims to achieve a dynamic and flexible education system to drive economic and social change. Its vision is ‘to accomplish high-quality education through life’, underpinned by the values of resilience, courage, knowledge and happiness. It has five pillars to attain this vision: equity, teaching, skills for the future, well-being, and education system quality. To strengthen the implementability of this document and use it effectively to inform action planning, Iceland should review its design to make it actionable, more closely consider stakeholder engagement approaches, fit implementation to Iceland’s decentralised context, and define a clear implementation strategy. Through this, Iceland will be better positioned to transition from strategy to action, over the course of the next ten years, and accomplish its objectives.
    DOI: 10.1787/6e9d2811-en
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  • 50
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    Stimuler les élèves sur le plan scolaire : Ce que peuvent faire les enseignants et les établissements scolaires (2021)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: L'enseignement à la loupe no.38
    Parallel Title: Parallele Sprachausgabe What can schools and teachers do to boost students academically?
    Keywords: Education
    Abstract: Dans un contexte où la plupart des élèves à travers le monde ont fait l’expérience de l’enseignement à distance au cours de l’année passée en raison de la pandémie de COVID-19, l’importance des enseignants et des établissements scolaires est devenue d’autant plus évidente. La fermeture temporaire des établissements d’enseignement souligne les multiples avantages pour les élèves d’aller en classe, entourés de leurs enseignants et de leurs camarades. Positive, High-achieving Students? What Schools and Teachers Can Do (Former des élèves enthousiastes et performants : ce que les enseignants et les établissements scolaires peuvent faire) identifie certains des facteurs qui font qu’un enseignant et un établissement d’enseignement sont efficaces.
    DOI: 10.1787/af79e39a-fr
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  • 51
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    Does test-based school accountability have an impact on student achievement and equity in education? : A panel approach using PISA (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (36 p.)
    Series Statement: OECD Education Working Papers no.250
    Keywords: Education
    Abstract: School accountability is one of the most controversial recent reforms taking place in education systems around the world, but evidence of whether and which accountability practices affect equity and performance in academic achievement has been difficult to isolate and establish. By using data available from several cycles of the Programme for International Student Assessment (PISA 2006-2015), this paper assesses the extent to which accountability practices affect equity and performance in academic achievement in high-income-and-low-and-middle-income-countries. We found no conclusive evidence of accountability practices affecting educational outcomes in high-income-countries. However, we found some evidence in low-and-middle-income-countries pointing towards increased performance and increased inequality under accountability regimes in these contexts, although only in mathematics and science, and for one of our preferred specifications. In low-and-middle-income-countries, we found that, under higher levels of accountability, higher school autonomy on curriculum management and assessment could render better academic results in reading, mathematics and science.
    DOI: 10.1787/0798600f-en
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  • 52
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    The Public Sector Pay System in Israel (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264459359 , 9789264806290 , 9789264633780
    Language: English
    Pages: 1 Online-Ressource (62 p.) , 21 x 28cm.
    Keywords: Vergütungssystem im öffentlichen Dienst ; Israel ; Education ; Employment ; Governance ; Science and Technology ; Israel
    Abstract: This report analyses the pay system in Israel’s public sector, and provides recommendations to align it with the strategic priorities of the government. It recommends ways to simplify job classification and better match pay to market rates, particularly in areas where the public sector has trouble competing for talent. It also identifies opportunities to better reward performance, productivity and job responsibilities. In Israel, no pay reform is possible without the agreement and active collaboration of public sector unions, and so the second part of this report focuses on public sector labour relations and makes recommendations to improve the functioning of the collective bargaining process in Israel’s public sector. This report contributes to the ongoing work of the OECD’s Public Employment and Management working party, to support the implementation of the Recommendation of Council on Public Service Leadership and Capability.
    DOI: 10.1787/3b6ad37f-en
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  • 53
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    What’s Next? Lessons on Education Recovery : Findings from a Survey of Ministries of Education amid the COVID-19 Pandemic (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (55 p.)
    Keywords: Bildungswesen ; Bildungspolitik ; Schulpolitik ; Schule ; Coronavirus ; Epidemie ; Welt ; Education ; Amtsdruckschrift
    Abstract: United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Children’s Fund (UNICEF), the World Bank and the Organisation for Economic Co-operation and Development (OECD) have collaborated in the third round of the Survey on National Education Responses to COVID-19 School Closures, administered by the UNESCO Institute for Statistics (UIS) and OECD to Ministry of Education officials. The questions covered four levels of education: preprimary, primary, lower secondary and upper secondary. While the first two rounds of the survey were implemented during the periods May–June and July–October 2020, respectively, the third round was implemented during the period February–June 2021. In total, 143 countries responded to the questionnaire. Thirty-one countries submitted responses to the OECD (“OECD survey”) and 112 countries responded to the UIS (“UIS survey”). Seven countries responded to both surveys. In these instances, the more complete set responses were used in analysis.
    DOI: 10.1787/697bc36e-en
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  • 54
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    La gouvernance au service des jeunes, de la confiance et de la justice intergénérationnelle : Des politiques adaptées à toutes les générations ? (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264399228 , 9789264350625 , 9789264647787
    Language: French
    Pages: 1 Online-Ressource (174 p.) , 21 x 28cm.
    Series Statement: Examens de l'OCDE sur la gouvernance publique
    Parallel Title: Parallele Sprachausgabe Governance for Youth, Trust and Intergenerational Justice: Fit for All Generations?
    Keywords: Education ; Employment ; Governance ; Social Issues/Migration/Health
    Abstract: Les transformations d’ampleur planétaire – du vieillissement de la population à la transition numérique en passant par l’accentuation des inégalités et le changement climatique – engendrent de profondes incertitudes pour les jeunes et les générations futures, et ce malgré un accès sans précédent à l’information, à l’éducation et à la technologie. La pandémie du COVID-19 a exacerbé les problèmes préexistants concernant le bien-être mental et l’emploi des jeunes, et a suscité de nouvelles inquiétudes quant à la viabilité des finances publiques. Ce rapport fournit la première évaluation comparative des politiques, lois, capacités institutionnelles et outils de gouvernance mis en place par 42 gouvernements nationaux et l’Union Européenne pour promouvoir l’autonomisation des jeunes et la justice intergénérationnelle. Il définit des éléments de comparaison internationale dans trois grands domaines : 1) Accompagner la transition des jeunes vers l’autonomie ; 2) Renforcer leur participation et leur représentation dans la vie publique, ainsi que leur confiance à l’égard des institutions publiques, et 3) Assurer l’équité des résultats de l’action publique pour toutes les générations. Enfin, il fournit des orientations concrètes à l’intention des responsables publics, des organisations de la société civile et des jeunes désireux de bâtir un présent et un avenir où aucune génération ne sera laissée pour compte.
    DOI: 10.1787/57092ccc-fr
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  • 55
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    The State of School Education : One Year into the COVID Pandemic (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (51 p.)
    Keywords: Schule ; Bildungsniveau ; Unterricht ; Fernunterricht ; Schüler ; Coronavirus ; Epidemie ; Welt ; Education ; Amtsdruckschrift
    Abstract: In 2020, 1.5 billion students in 188 countries/economies were locked out of their schools. Students everywhere have been faced with schools that are open one day and closed the next, causing massive disruption to their learning. With the coronavirus (COVID-19) pandemic still raging, many education systems are still struggling, and the situation is constantly evolving. The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and collecting data on how each system is responding to the crisis, from school closures and remote learning, to teacher vaccination and gradual returns to in-class instruction. This report presents the preliminary findings from this survey, providing a snapshot of the situation one year into the COVID crisis.
    DOI: 10.1787/201dde84-en
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  • 56
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    Dinâmicas do desenvolvimento em África 2021 : Transformação digital e empregos de qualidade (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264470255 , 9789264724891 , 9789264429338
    Language: Portuguese
    Pages: 1 Online-Ressource (301 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Africa’s Development Dynamics 2021: Digital Transformation for Quality Jobs
    Parallel Title: Parallele Sprachausgabe Dynamiques du développement en Afrique 2021 : Transformation digitale et qualité de l'emploi
    Keywords: Education ; Employment ; Finance and Investment ; Social Issues/Migration/Health ; Urban, Rural and Regional Development ; Taxation ; Development ; Science and Technology
    Abstract: Dinâmicas do desenvolvimento em África usa as lições de cinco regiões do continente – África Central, África Oriental, Norte de África, África Austral e África Ocidental – para desenvolver recomendações em matéria de políticas públicas e partilhar boas práticas. Com base nas estatísticas mais recentes, esta análise das dinâmicas de desenvolvimento visa ajudar os líderes africanos a cumprirem as metas da Agenda 2063 da União Africana a todos os níveis: continental, regional, nacional e local. A edição de 2021, agora publicada no início do ano, analisa a forma como a digitalização pode criar empregos de qualidade e contribuir para a concretização da Agenda 2063, tornando assim as economias africanas mais resilientes à recessão mundial desencadeada pela pandemia do COVID-19. O relatório identifica quatro áreas principais para a transformação digital de África: colmatar o fosso digital, apoiar a inovação local, capacitar os trabalhadores independentes, e harmonizar, aplicar e monitorizar as estratégias digitais. Esta edição inclui um novo capítulo que analisa as perspetivas de financiamento do desenvolvimento de África no contexto da crise económica mundial de 2020. Dinâmicas do desenvolvimento em África tem por vocação alimentar o debate entre os membros da União Africana, assim como os cidadãos e os empreendedores. O seu objetivo é contribuir para um novo modelo de colaboração entre países e entre regiões centrado na aprendizagem mútua e na preservação dos bens comuns. O relatório é o resultado de uma parceria entre a Comissão da União Africana e o Centro de Desenvolvimento da OCDE.
    DOI: 10.1787/57b4223e-pt
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  • 57
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    Et ensuite ? Leçons sur la reprise de l’éducation : Résultats d’une enquête auprès des ministères de l’Éducation durant la pandémie de la COVID-19 JUIN 2021 (2021)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (64 p.)
    Parallel Title: Parallele Sprachausgabe What’s Next? Lessons on Education Recovery: Findings from a Survey of Ministries of Education amid the COVID-19 Pandemic
    Keywords: Education
    Abstract: L'Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO), le Fonds des Nations Unies pour l'enfance (UNICEF), la Banque mondiale et l'Organisation de coopération et de développement économiques (OCDE) ont collaboré dans le cadre du troisième cycle d'enquètes sur les réponses de l'éducation nationale face à la fermeture d'écoles liée à la pandémie du COVID-19, administré par l'Institut de statistique de l'UNESCO (ISU) et l'OCDE auprès des responsables des ministères de l'Éducation nationales. Les questions ont couvert les quatre niveaux de l’éducation : préscolaire, primaire, premier cycle du secondaire, second du secondaire. Les deux premiers cycles d’enquête ont été menées respectivement entre mai et juin 2020 et entre juillet et octobre 2020, et la troisième entre février et juin 2021. Au total, 143 pays ont répondu au questionnaire : 31 pays ont transmis leurs réponses à l’OCDE (« Enquête de l’OCDE ») et 112 pays à l’ISU (« Enquête de l’ISU »). Sept pays ont répondu aux deux enquêtes.
    DOI: 10.1787/34bdb2cc-fr
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  • 58
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    Teachers getting the best out of their students : from primary to upper secondary education (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264559738 , 9789264681965 , 9789264343894
    Language: English
    Pages: 1 Online-Ressource (287 Seiten) , 21 x 28cm.
    Series Statement: TALIS
    Parallel Title: Erscheint auch als Teachers getting the best out of their students
    Keywords: Education ; Augustinus, Aurelius Heiliger 354-430 De magistro ; Berufsbild ; Professionalität ; Umfrage ; Unterrichtserfolg
    Abstract: Developing, promoting and maintaining a good professional teaching workforce from primary to upper secondary education is a policy imperative for education systems around the world. The data drawn from the OECD Teaching and Learning International Survey (TALIS) can help policy makers and education practitioners design policies and practices that enhance teaching across education levels. This report presents TALIS 2018 findings for countries and economies that took part in the primary and upper secondary education survey. It focuses on the following research questions: What are the levels of teachers’ and school leaders’ professionalism in primary and upper secondary education? What are some of the educational challenges unique to each education level? What are the factors that could explain differences in the levels of professionalism across education levels? The findings offer a broader view of teachers and school principals across all levels of compulsory education and the similarities and differences in the issues they face. The report also offers policy reflections on these findings.
    DOI: 10.1787/5bc5cd4e-en
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  • 59
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    How much do 15-year-olds learn over one year of schooling? (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (8 p.) , 21 x 28cm.
    Series Statement: PISA in Focus no.115
    Keywords: Education
    Abstract: In 2020 and 2021, schooling, like many other aspects of life, has been heavily affected by the ongoing coronavirus pandemic. During periods of school closure, education systems and schools have often been quick to organise remote support for home-based learning. But several observers have questioned the effectiveness of these schooling surrogates, either in general or for particular types of students. Initial data from national assessments confirm that the results of many students who experienced school closures (particularly those from disadvantaged backgrounds) lag behind those of similar students in previous school years. Learning losses and gains are often compared to the typical learning progression observed in normal times over a year of schooling. This paper shows how international data can be used to investigate learning losses and gains over a school year.
    DOI: 10.1787/b837fd6a-en
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  • 60
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    Training in Enterprises : New Evidence from 100 Case Studies (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264819276 , 9789264707559 , 9789264741133
    Language: English
    Pages: 1 Online-Ressource (180 p.) , 21 x 28cm.
    Series Statement: Getting Skills Right
    Keywords: Betriebliches Bildungsmanagement ; Betriebliche Ausbildung ; Österreich ; Estland ; Frankreich ; Irland ; Italien ; Education ; Employment ; Austria ; Estonia ; France ; Ireland ; Italy ; Fallstudie
    Abstract: 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.
    DOI: 10.1787/7d63d210-en
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    Learning from the past, looking to the future : excellence and equity for all (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264858497
    Language: English
    Pages: 1 Online-Ressource (59 Seiten) , Illustrationen , 21 x 28cm.
    Series Statement: International Summit on the Teaching Profession
    Keywords: Education
    Abstract: 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.
    DOI: 10.1787/f43c1728-en
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    Schooling during a pandemic : the experience and outcomes of schoolchildren during the first round of COVID-19 lockdowns (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264579019 , 9789264366824 , 9789264955110
    Language: English
    Pages: 1 Online-Ressource (107 Seiten) , Diagramme
    Parallel Title: Erscheint auch als Thorn, William Schooling during a pandemic
    Keywords: OECD ; Schüler ; Schulbesuch ; Telearbeit ; Psychische Krankheit ; Coronavirus ; OECD-Staaten ; Mitgliedsstaaten ; Gesundheit ; COVID-19 ; Fernstudium ; Fernunterricht ; Lernen ; E-Learning ; Student ; Schüler ; Elternarbeit ; Schule ; Arbeitsbedingungen ; Internationaler Vergleich ; Education ; Social Issues/Migration/Health ; Employment ; Australia ; Belgium ; Canada ; Czech Republic ; Finland ; France ; Germany ; Ireland ; Italy ; Netherlands ; Switzerland ; United Kingdom ; United States
    Abstract: 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.
    DOI: 10.1787/1c78681e-en
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    Career readiness in the pandemic: A summary of project findings (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (12 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.46
    Keywords: Education
    Abstract: The OECD Career Readiness project makes use of quantitative evidence to investigate how teenage career-related activities and attitudes are associated with better adult employment outcomes. Review of multiple national longitudinal datasets confirms 11 indicators of better outcomes linked to the ways in which teenagers explore, experience and think about their potential futures in work while in secondary education. This Policy Brief summarises findings from three OECD working papers. It describes the project methodology and results.
    DOI: 10.1787/e9544a77-en
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    Experiencing the workplace : The importance and benefits for teenagers (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (21 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.45
    Keywords: Praktikum ; Schüler ; Jugendliche ; Education ; Amtsdruckschrift
    Abstract: The OECD Career Readiness project makes use of quantitative evidence to identify how teenage career-related activities and attitudes are linked with better adult employment outcomes. Review of multiple national longitudinal datasets confirms that teenage experiences of the workplace through part-time working and volunteering are routinely associated with better prospects in work during adulthood. While the evidence base is much weaker, it is also likely that students who undertake workplace placements through their schools can have much to gain. This policy brief draws on evidence from longitudinal studies and beyond to explore the following questions: Why is it important for secondary school students to have first-hand experience of work? What difference does workplace experience make? And how can schools and education systems best optimise its benefits?
    DOI: 10.1787/b679d759-en
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    Is the German Middle Class Crumbling? Risks and Opportunities (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264475892
    Language: English
    Pages: 1 Online-Ressource (144 p.) , 21 x 28cm.
    Keywords: Mittelschicht ; Soziale Mobilität ; Deutschland ; Social Issues/Migration/Health ; Employment ; Germany ; Amtsdruckschrift
    Abstract: Thriving middle classes are the backbone of democratic societies and strong economies, but in many countries, they face mounting pressure as their economic strength is eroding relative to higher-income households. Real wages and incomes for most middle-class households have grown only very slowly, and rising expenditures have been putting further pressure on living standards. Meanwhile, globalisation, digitalisation, and demographic change are eroding job opportunities for middle-skilled workers, who risk sliding into lower-paid employment. The COVID-19 crisis has accentuated socio-economic divides and may end up accelerating some of the above trends. This publication builds upon the OECD’s publications on the middle class (Under Pressure: The Squeezed Middle Class) and social mobility (A Broken Social Elevator? How to Promote Social Mobility). It demonstrates that the German middle class is similar in size as in peer countries, but substantially smaller than it was in the mid-1990s. Lower middle‑class households face an increased risk of slipping out of the middle; meanwhile, upward mobility into the middle has declined, particularly for workers in “typical” middle-class occupations. Employment growth forecasts point to further occupational polarisation. The review proposes policy options for strengthening the employability of middle-class workers, creating good-quality, future-oriented jobs, and boosting middle‑class disposable incomes.
    DOI: 10.1787/845208d7-en
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    Phasing Out Unabated Coal : Current status and three case studies (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264892149
    Language: English
    Pages: 1 Online-Ressource (39 p.)
    Keywords: Kohlepolitik ; Nachhaltige Energieversorgung ; Treibhausgas-Emissionen ; Welt ; Ontario (Provinz) ; Großbritannien ; Deutschland ; Energy ; Amtsdruckschrift
    Abstract: Reducing global carbon dioxide (CO2) emissions to net zero by 2050 is necessary to limit the long‐term increase in average global temperatures to 1.5 °C. Today, coal-fired power generation is the largest single source of CO2 emissions. Therefore, tackling emissions from this sector is critical to achieving our goal. National governments, subnational jurisdictions, coalitions and many large corporations have announced coal phase-out pledges and net zero targets. Ahead of COP 26 in November 2021, Phasing Out Unabated Coal: Current Status and Three Case Studies gathers all known national commitments to eventually stop using unabated coal-fired power generation announced to date and assesses their impact in terms of reducing emissions. In addition, the report analyses three jurisdictions in detail to extract recommendation. First, an early example of coal phase-out commitment and execution from the Canadian province of Ontario. Second, the case of the United Kingdom, where the industrial revolution started but which was one of the first countries to decide to phase out coal. Finally, Germany, where phasing out is particularly complex because it is the largest coal-fired power generator among those committing to a phase-out and has thousands of jobs that rely on lignite mining. This paper acknowledges that each country must tailor its approach based on its own specific circumstances, but that nonetheless there are instructive experiences from other jurisdictions undertaking similar measures.
    DOI: 10.1787/d6c4a08d-en
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    Resourcing Higher Education in the Flemish Community of Belgium (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264926820 , 9789264704367 , 9789264677296
    Language: English
    Pages: 1 Online-Ressource (196 p.) , 21 x 28cm.
    Series Statement: Higher Education
    Keywords: Hochschulfinanzierung ; Hochschulpolitik ; Flamen ; Belgien ; Education ; Belgium ; Amtsdruckschrift
    Abstract: 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.
    DOI: 10.1787/3f0248ad-en
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    How’s Life in Latin America? : Measuring Well-being for Policy Making (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264685932 , 9789264534100 , 9789264759541
    Language: English
    Pages: 1 Online-Ressource (366 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe ¿Cómo va la vida en América Latina? : Medición del bienestar para la formulación de políticas públicas
    Keywords: Lebensqualität ; Sozialer Indikator ; Messung ; Lateinamerika ; Education ; Employment ; Environment ; Governance ; Social Issues/Migration/Health ; Urban, Rural and Regional Development ; Development ; Argentina ; Brazil ; Chile ; Colombia ; Costa Rica ; Dominican Republic ; Ecuador ; Mexico ; Paraguay ; Peru ; Uruguay
    Abstract: 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.
    DOI: 10.1787/2965f4fe-en
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    OECD skills strategy Kazakhstan : assessment and recommendations (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264584105
    Language: English
    Pages: 1 Online-Ressource (181 Seiten)
    Edition: Electronic reproduction; Available in PDF format
    Series Statement: OECD Skills Studies
    Parallel Title: Erscheint auch als OECD skills strategy Kazakhstan
    Keywords: Bildungspolitik ; Qualifikation ; Weiterbildung ; Erwachsenenbildung ; Kasachstan ; Education ; Employment ; Kazakhstan ; Graue Literatur
    Abstract: Improving the activation of skills of vulnerable populations in Kazakhstan -- Fostering participation in adult learning of all forms in Kazakhstan -- Key insights and recommendations for Kazakhstan -- Strengthening the governance of the skills system in Kazakhstan -- Abbreviations and acronyms -- Building an effective skills information system in Kazakhstan -- Executive summary -- Engagement -- Foreword.
    Abstract: Skills are the key to shaping a better future and central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as globalisation, technological advances and demographic change are reshaping work and society, generating a growing demand for higher levels of skills and new sets of skills.OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries’ skills challenges and opportunities and help them build more effective skills systems. The OECD works collaboratively with countries to develop policy responses that are tailored to each country’s specific skills needs. The foundation of this approach is the OECD Skills Strategy Framework, which allows for an exploration of what countries can do better to: 1) develop relevant skills over the life course; 2) use skills effectively in work and in society; and 3) strengthen the governance of the skills system.This report, OECD Skills Strategy Kazakhstan: Assessment and Recommendations, identifies opportunities and makes recommendations to improve the activation of skills of vulnerable populations, foster greater participation in adult learning of all forms, build an effective skills information system, and strengthen the governance of skills policies in Kazakhstan
    Note: Electronic reproduction; Available in PDF format
    DOI: 10.1787/39629b47-en
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    PISA-Based Test for Schools : International Linking Study 2020 (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (37 p.)
    Series Statement: OECD Education Working Papers no.244
    Keywords: Education
    Abstract: An international linking study was conducted in order to link parameters of PISA-based Test for Schools (PBTS) cognitive items to PISA international scales. New booklets for the linking study were designed in which the PISA trend items were inserted as anchor items in addition to the PBTS items. Data was collected from four countries with over 95 000 students via Computer-Based Testing, and analysed with the finite mixture modelling in order to estimate the parameters of PBTS items under the constraint of fixed PISA item parameters. The estimated item parameters were validated in terms of reliability and international comparability. The linking study enabled the PBTS test to provide valid and reliable scores on PISA international scale.
    DOI: 10.1787/ef1356ae-en
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    Process quality, curriculum and pedagogy in early childhood education and care (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (55 p.)
    Series Statement: OECD Education Working Papers no.247
    Keywords: Education
    Abstract: This paper reports the findings of an integrative review of the literature conducted to gain insight into the relationship between process quality, curriculum and pedagogy. Process quality attends to those aspect of early childhood education and care (ECEC) provision associated with children’s interactions and experiences in the ECEC setting, including with peers, adults, materials and other resources. Process quality is considered an important mechanism for moving quality ECEC provision beyond structural dimensions of quality alone (e.g. child-to-adult ratios, minimum space requirements). Curriculum and pedagogy in this paper examines the definitional relationship between teaching and learning, with this relationship having implications for the extent to which identified features of the ECEC curriculum may be used to leverage increased process quality. This paper finds that defining the relationship between curriculum and pedagogy is required to facilitate the use of curriculum as a lever for process quality according to the socio-cultural context in which ECEC is intended for young children
    DOI: 10.1787/eba0711e-en
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    ¿Cuál podría ser la función de los resultados sociales del nivel educativo durante el confinamiento por COVID-19? (2021)
    Paris : OECD Publishing
    Details
    Language: Spanish
    Pages: 1 Online-Ressource (7 p.)
    Parallel Title: Parallele Sprachausgabe 新型コロナウイルス感染症（Covid-19）によるロックダウン中に 教育の社会的成果が果たす役割とは
    Parallel Title: Parallele Sprachausgabe What role might the social outcomes of education play during the COVID-19 lockdown ?
    Keywords: Education
    Abstract: Si bien los beneficios económicos de la educación se han demostrado en varias áreas, un nivel educativo alto también se relaciona positivamente con una variedad de efectos sociales que serán importantes durante el brote de COVID-19 y el periodo de confinamiento. Datos recopilados con anterioridad al brote muestran que las personas con un título de educación terciaria tienen menos probabilidades de informar que padecen depresión y más probabilidades de estar en contacto con sus amigos y familiares físicamente y a través de Internet. Durante el periodo de confinamiento, los efectos sociales positivos de la educación serán más importantes que nunca para preparar a las personas a afrontar la crisis. La buena salud mental, una sólida red social y un estilo de vida saludable tienen que ver con las decisiones que las personas tomaron antes de la pandemia de COVID-19, y su elección de continuar o no con su educación habrá sido de la mayor importancia.
    DOI: 10.1787/41e31534-es
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    Supporting students with special needs : A policy priority for primary education (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Teaching in Focus no.40
    Parallel Title: Parallele Sprachausgabe Soutenir les élèves ayant des besoins spécifiques d'éducation : Une priorité stratégique pour l’enseignement primaire
    Keywords: Education
    Abstract: School systems across the world are working to make the classroom more inclusive for all children, regardless of their origin and capacities, so that they have equal opportunities for quality learning. It has become essential to integrate students with special needs into mainstream formal education and they are, increasingly, enrolled in regular schools and classes in primary education. Inclusive classrooms exert more and particular demands on teachers, however. TALIS 2018 data alerts us to the pressing need to support teachers with students with special needs in primary schools. Support for students with special needs is a policy priority for principals and teachers in primary schools. Modifying lessons to support students with special needs is a particular cause of stress for teachers. And a significant proportion of teachers request further training in teaching children with special needs.
    DOI: 10.1787/d47e0a65-en
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    Upper-secondary education student assessment in Scotland : A comparative perspective (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (54 p.)
    Series Statement: OECD Education Working Papers no.253
    Keywords: Education ; United Kingdom
    Abstract: Scotland’s Curriculum for Excellence (CfE) is a pioneering example of curriculum reform, but the qualifications for upper-secondary school students have seen far less reform. Exam cancellations in 2020-21, and the debates generated provide an opportunity to radically reconsider the assessment system. This paper compares the Scottish system to four other British legacy systems and five other legacy traditions, to offer insight for how Scotland could improve the alignment between CfE and upper-secondary assessments. Theoretical considerations further guide the analysis on what constitutes a dependable and trustworthy assessment system, to refine the reflection around options for the Scottish system. Three major themes emerge from this comparative review: external assessments could be more innovative to capture a wider range of student capabilities; the role of teacher assessment could be reconsidered; and the academic and vocational strands could be better integrated with the assessment system to offer a broader range of curriculum options.
    DOI: 10.1787/d8785ddf-en
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    Soutenir les élèves ayant des besoins spécifiques d'éducation : Une priorité stratégique pour l’enseignement primaire (2021)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: L'enseignement à la loupe no.40
    Parallel Title: Parallele Sprachausgabe Supporting students with special needs: A policy priority for primary education
    Keywords: Education
    Abstract: Les systèmes d’éducation du monde entier s’efforcent de rendre la salle de classe plus inclusive pour tous les enfants, quelles que soient leur origine et leurs capacités, afin que chacun d’entre eux ait les mêmes chances de bénéficier d’un apprentissage de qualité. Il est devenu essentiel d’intégrer les élèves ayant des besoins spécifiques dans l’enseignement formel classique, et ces derniers sont de plus en plus nombreux à fréquenter des établissements et des classes ordinaires dans l’enseignement primaire. Les classes inclusives posent toutefois des exigences plus nombreuses et spécifiques aux enseignants. Les données de TALIS 2018 nous alertent sur le besoin urgent de soutenir les enseignants en charge d’élèves ayant des besoins spécifiques dans les établissements primaires. Soutenir les élèves ayant des besoins spécifiques constitue une priorité stratégique pour les chefs d’établissement et les enseignants à ce niveau d’enseignement. Le fait que les enseignants doivent adapter leurs cours pour soutenir ces élèves représente pour eux une source de stress particulière, et les enseignants sont nombreux à demander une formation complémentaire pour les aider à enseigner aux enfants ayant des besoins spécifiques.
    DOI: 10.1787/2c72bb6d-fr
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    A deep look into teaching : Findings from the Global Teaching InSights video study (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Teaching in Focus no.37
    Parallel Title: Parallele Sprachausgabe Tour d’horizon de l’enseignement : Conclusions de l’étude vidéo « Regards sur les pédagogies dans le monde »
    Keywords: Education
    Abstract: Around the world, researchers, policy makers, parents and children all agree that teachers matter to student outcomes. However, we are only beginning to understand what makes a difference in terms of quality teaching. Teaching and learning are complex processes that challenge the skills and abilities of both teachers and learners. Teachers must know how, when, where and why to use specific teaching practices related to the subject matter to meet learners’ needs and move them forward. The OECD’s Global Teaching InSights: A Video Study of Teaching uses new research methods to shed light more directly on teaching and learning processes, which are key to improving education at scale.
    DOI: 10.1787/67dd4ed7-en
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    Teachers’ professional learning study: Diagnostic report for the Flemish Community of Belgium (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (73 p.)
    Series Statement: OECD Education Policy Perspectives no.31
    Keywords: Education ; Belgium
    Abstract: The Flemish Government asked the OECD to undertake a targeted diagnostic study of the Flemish system for teachers’ Continuing Professional Learning (CPL). Drawing on findings from interviews with Flemish stakeholders and schools, as well as document review, the study team identified strengths and weaknesses of the continuing professional learning system in the Flemish Community of Belgium, as well as opportunities and threats in going forward.
    DOI: 10.1787/7a6d6736-en
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    The state of higher education : One year in to the COVID-19 pandemic (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (46 p.)
    Keywords: Coronavirus ; Epidemie ; Hochschule ; Wirkungsanalyse ; OECD-Staaten ; Education ; Amtsdruckschrift
    Abstract: The higher education experience was markedly different than usual for those enrolling during the COVID-19 pandemic. Higher education institutions of all kinds found their instructional methods profoundly disrupted by the closure of their physical campuses, and the crisis exposed the urgent need for policy makers and institutional leaders to adjust their established educational and policy models. This report looks at comparative statistics the OECD has collected across a number of education systems to track developments in the higher education sector throughout the pandemic.
    DOI: 10.1787/83c41957-en
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    Zurück in die Zukunft : Vier OECD-Szenarien für Schule und Bildung (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264473591 , 9789264733268 , 9789264935525
    Language: German
    Pages: 1 Online-Ressource (90 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Back to the Future of Education: Four OECD Scenarios for Schooling
    Keywords: Education
    Abstract: Vergegenwärtigen Sie sich eine Entwicklung der letzten 20 Jahre, die Sie nicht für möglich gehalten hätten. Sei es nun die Pandemie, Smartphones oder etwas anderes – solche Entwicklungen zeigen, dass die Zukunft stets Überraschungen bereithält. Die Welt unterliegt einem ständigen Wandel. Dabei gibt es immer eine Vielzahl von Zukunftsmöglichkeiten. Sie spiegeln sich in unseren Zukunftsvorstellungen, -hoffnungen und -ängsten wider. Um uns auf die Zukunft vorzubereiten, müssen wir sowohl die wahrscheinlichen Veränderungen als auch unerwartete Entwicklungen in Betracht ziehen. Dieser Bericht, der auf den wegweisenden Szenarien des OECD-Programms Schooling for Tomorrow aufbaut, stellt vier Szenarien für Schule und Bildung vor und zeigt damit nicht nur einen Weg in die Zukunft auf, sondern mehrere. Mithilfe dieser Szenarien können mögliche Chancen und Herausforderungen im Bildungsbereich ermittelt werden. Wir können sie nutzen, um uns besser vorzubereiten und bereits jetzt geeignete Maßnahmen zu ergreifen. Ob Eltern, Schüler*innen, Lehrkräfte, Bildungsverantwortliche, Wissenschaftler*innen oder Politikverantwortliche – dieses Buch richtet sich an alle, die über mögliche Zukunftsentwicklungen nachdenken und zu deren Gestaltung beitragen möchten.
    DOI: 10.1787/4d027cb3-de
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    Behavioural economics and the COVID-induced education crisis (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (44 p.)
    Series Statement: OECD Education Working Papers no.254
    Keywords: Coronavirus ; Bildungsverhalten ; Wirkungsanalyse ; Verhaltensökonomik ; Education
    Abstract: The COVID-19 pandemic hit many countries at a time when their education systems were facing multiple challenges. Economic, public-health and social impacts from the pandemic have exacerbated many of these challenges. The aim of this paper is to explore the way in which the behavioural sciences can help support the policy response to the COVID-induced education crisis, and to serve as a learning experience for other future crises. The paper involves an empirical exploration of the factors associated with a range of outcomes using large nationally representative datasets, and interpreting these relationships in the context of a detailed literature review. By using data that it is generally representative of the populations of interest, and is available for many dozens of countries with different histories, languages, cultures, and socioeconomic outcomes, this paper highlights how identifying behavioural biases can direct education systems towards more effective targeted policy interventions.
    DOI: 10.1787/eba2b867-en
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    Education Policy Outlook in Brazil: With a focus on national and subnational policies (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (38 p.)
    Series Statement: OECD Education Policy Perspectives no.38
    Keywords: Bildungswesen ; Bildungspolitik ; Brasilien ; Education ; Brazil ; Amtsdruckschrift
    Abstract: This country policy profile on education in Brazil is part of the Education Policy Outlook series. Building on the first policy profile for Brazil (2015), it offers a concise analysis of where the education system stands today in terms of strengths and challenges, and how this compares to other systems. This profile also analyses the evolution of ongoing and emerging related policy efforts in Brazil, including education responses to the COVID-19 pandemic. It brings together over a decade's worth of policy analysis by the Education Policy Outlook, as well as recent OECD data, relevant thematic and country-specific work and other international and national evidence. The report also benefits from the Education Policy Outlook's ongoing comparative analysis of resilience and responsiveness in education policy. This profile is complemented by its companion report Education Policy Outlook: Brazil - with a focus on international policies (both also available in Portuguese).
    DOI: 10.1787/5aa935d9-en
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  • 82
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    How socio-economics plays into students learning on their own : Clues to COVID-19 learning losses (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (8 p.)
    Series Statement: PISA in Focus no.114
    Keywords: Coronavirus ; Lernen ; Schüler ; Sozialer Status ; OECD-Staaten ; Education
    Abstract: Most students have the beliefs and dispositions to help them cope and learn in challenging situations. The current pandemic has been ongoing since early 2020. This has affected ways in which teaching and learning are organised. Schools have had to provide education in different ways from the past. A special survey conducted as a collaborative effort between the OECD, UNESCO, UNICEF and the World Bank showed that upper-secondary schools were fully closed for over 65 days in 2020 on average across OECD countries with available data. The special survey also showed that where school closures were needed many countries made major efforts to mitigate their impact on students, focusing especially on vulnerable students by providing remedial measures to reduce students’ learning gaps. Despite these efforts, recently released studies have shown that learning loss during the pandemic was most pronounced among socio-economically disadvantaged students and schools.
    DOI: 10.1787/2417eaa1-en
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  • 83
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    Career conversations : Why it is important for students to talk about their futures in work with teachers, family and friends (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (13 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.42
    Keywords: Education
    Abstract: The OECD Career Readiness project explores quantitative evidence to identify how teenage career-related activities and attitudes are linked to better adult employment outcomes. Evidence from multiple national longitudinal studies shows that secondary school students benefit by actively exploring their futures in work. One indicator of better employment outcomes is students reporting having career conversations with family members, peers and importantly, with subject teachers. This policy brief draws on evidence from the longitudinal studies and beyond to address the following questions: What is the evidence of career conversations being associated with better employment outcomes? What are career conversations and how common are they? How can schools optimise the chances of career conversations being useful to young people?
    DOI: 10.1787/15b83760-en
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  • 84
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    Indicators of teenage career readiness : Guidance for policy makers (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (26 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.43
    Keywords: Jugendliche ; Karriereplanung ; Berufsberatung ; Erwerbsverlauf ; OECD-Staaten ; Education
    Abstract: The OECD Career Readiness project makes use of quantitative evidence to investigate how career-related aspects of teenage lives are associated with better adult employment outcomes. Review of multiple national longitudinal datasets confirms 11 indicators of better outcomes linked to the ways in which teenagers while in secondary education explore, experience and think about their potential futures in work. The aim of this policy brief is to explore the policy implications of international indicators of career readiness confirmed in the research, to share evidence from OECD Programme for International Student Assessment (PISA) 2018 on the extent to which young people are meeting the indicators and examples of practice that align with the empirical findings. It concludes with insights from the research for guidance policy (including 14 questions for schools) and, acknowledging the limitations of the new evidence, provides guidance on how the evidence base can be further strengthened.
    DOI: 10.1787/6a80e0cc-en
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  • 85
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    Supporting the digital transformation of higher education in Hungary (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264377967 , 9789264530294 , 9789264708051
    Language: English
    Pages: 1 Online-Ressource (155 Seiten) , 21 x 28cm.
    Series Statement: Higher Education
    Parallel Title: Erscheint auch als Supporting the digital transformation of higher education in Hungary
    Keywords: Hochschule ; Digitalisierung ; Ungarn ; Education ; Hungary
    Abstract: 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.
    DOI: 10.1787/d30ab43f-en
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  • 86
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    Teaching as a knowledge profession : studying pedagogical knowledge across education systems (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264814288 , 9789264981959 , 9789264560833
    Language: English
    Pages: 1 Online-Ressource (162 Seiten) , Illustrationen , 21 x 28cm.
    Series Statement: Educational Research and Innovation
    Keywords: Education
    Abstract: 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.
    DOI: 10.1787/e823ef6e-en
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  • 87
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    The resilience of students with an immigrant background : An update with PISA 2018 (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (69 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.261
    Keywords: Education
    Abstract: Education has a fundamental role in promoting the integration of students with an immigrant background in host societies. It can help them acquire skills to participate in the economy, promote their social and emotional well-being and support their participation in the social and civic life of their communities. However, there are challenges in ensuring good outcomes for students with an immigrant background as, among others, they need to overcome adversities related to displacement, socio-economic disadvantage and language barriers. Building on the 2018 Report “The Resilience of Students with an Immigrant Background: Factors that Shape Well-being” by the OECD Strength through Diversity project, this paper analyses the academic, socio‑emotional and motivational resilience of students with an immigrant background across OECD countries. It provides updated findings with data from the OECD’s Programme of International Student Assessment (PISA) 2018 and examines how outcomes across different student groups have changed in recent years.
    DOI: 10.1787/e119e91a-en
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  • 88
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    Renforcer le bien-être du corps enseignant du primaire au deuxième cycle du secondaire (2021)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.) , 21 x 28cm.
    Series Statement: L'enseignement à la loupe no.42
    Parallel Title: Parallele Sprachausgabe Building teachers’ well-being from primary to upper secondary education
    Keywords: Education
    Abstract: À l’heure où les systèmes d’éducation sont confrontés au monde de l’après COVID-19, nous ne devons pas perdre de vue l’importance du bien-être des enseignants. Avant la pandémie, les enseignants éprouvaient déjà des difficultés face à la charge de travail et au stress, comme le montre l’Enquête internationale sur l’enseignement et l’apprentissage (TALIS), l’une des premières initiatives internationales visant à mesurer le bien-être du corps enseignant. Néanmoins, les établissements et les enseignants disposent des outils nécessaires pour améliorer le bien-être et réduire le stress sur le lieu de travail. Ce document a pour objectif de donner un aperçu des actions concrètes que les établissements et les systèmes d’éducation pourraient mettre en œuvre pour améliorer le bien-être et la satisfaction professionnelle des enseignants.
    DOI: 10.1787/080105a2-fr
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  • 89
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    Enhancing data informed strategic governance in education in Estonia (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (42 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.47
    Keywords: Education ; Estonia
    Abstract: Estonia is currently finalising its new Education Strategy 2035, a horizon that goes beyond strict education performance and encompasses the knowledge, skills and attitudes for people to thrive in the 21st century. To achieve the ambitious goals set in the strategy, Estonia requested support from the European Commission, under the Structural Reform Support Programme, in the area of education monitoring and data-informed decision making. This Policy Perspective presents the final output of this two-year collaboration between the Estonian Ministry of Education and Research, the European Commission, and the OECD. The overall goal of this project is to support the Estonian Government in strengthening data-informed decision making in education through improvements to its education monitoring system. After reviewing comprehensively the existing data and monitoring processes in Estonia, the OECD has prepared guidelines for education monitoring and a coherent set of indicators to support the achievement of the goals set in the Estonian Education Strategy 2035. The report will be valuable not only for Estonia, but also to the many countries that are looking to strengthen monitoring practices, select relevant indicators, and promote data-informed decision making at every governance level to steer school improvement.
    DOI: 10.1787/11495e02-en
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  • 90
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    Deutschland: Länderprofil Gesundheit 2021 (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264865310
    Language: German
    Pages: 1 Online-Ressource (24 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Germany: Country Health Profile 2021
    Keywords: 2010-2020 ; Gesundheit ; Gesundheitswesen ; Gesundheitsversorgung ; Gesundheitsrisiko ; Coronavirus ; Deutschland ; Social Issues/Migration/Health ; Germany ; Amtsdruckschrift
    DOI: 10.1787/33663583-de
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  • 91
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    AI and the Future of Skills, Volume 1 : Capabilities and Assessments (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264843066 , 9789264507432 , 9789264580329
    Language: English
    Pages: 1 Online-Ressource (326 p.) , 21 x 28cm.
    Series Statement: Educational Research and Innovation
    Keywords: Künstliche Intelligenz ; Qualifikation ; Education ; Amtsdruckschrift
    Abstract: 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.
    DOI: 10.1787/5ee71f34-en
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  • 92
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    Incentives for SMEs to Invest in Skills : Lessons from European Good Practices (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264705593 , 9789264347489 , 9789264655980
    Language: English
    Pages: 1 Online-Ressource (60 p.) , 21 x 28cm.
    Series Statement: Getting Skills Right
    Keywords: Betriebliches Bildungsmanagement ; KMU ; Berufsbildungspolitik ; EU-Staaten ; Education ; Employment
    Abstract: 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.
    DOI: 10.1787/1eb16dc7-en
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  • 93
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    Making the most of teachers’ time (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (16 p.)
    Series Statement: OECD Education Policy Perspectives no.29
    Keywords: Education
    Abstract: Teachers’ time is a critical resource for education systems and a key input for student learning. Like any type of resource, teachers’ time can be allocated more or less effectively to promote positive outcomes for students. How school systems regulate teachers’ working time reflects diverse conceptions of the role of teachers and different strategies for making the most of their time. The COVID‑19 pandemic and the rise of remote and hybrid teaching environments in 2020 have further increased the complexity and diversity of tasks that compete for teachers’ time. The pandemic context has also tested the capacity of school systems to adapt provisions for teachers’ use of time quickly in response to changing conditions. Building on the findings from the OECD School Resources Review series and data from the Teaching and Learning International Survey (TALIS), this Policy Brief presents policies and practices that can promote an effective use of teachers’ time by exploring the following questions: What do we know about teachers’ effective use of time? How to balance regulations and flexibility to encourage an effective use of time? How to define core tasks and support teachers in prioritising them? Can technology help teachers use their time more effectively?
    DOI: 10.1787/d005c027-en
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  • 94
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    Do girls and boys engage with global and intercultural issues differently? (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (7 p.)
    Series Statement: PISA in Focus no.111
    Keywords: Education
    Abstract: In recent years, more attention has been paid to the way gender interacts with intercultural and global learning opportunities. While evidence shows that schools are shaping a gendered citizenry, the notions of citizenship in this research has been notably local with limited focus on global conceptions of citizenship. PISA 2018 asked students a series of questions about their global and intercultural attitudes and dispositions. Those questions focused on the four dimensions of global competence: students’ ability to examine local and global issues, their capacity to understand and appreciate the perspectives of others, their ability to engage in effective communication across cultures, and their willingness to take action for collective well-being and sustainable development. Findings show some important gender differences discussed in this paper.
    DOI: 10.1787/9a52e7dd-en
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  • 95
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    Digitalizācija Latvijā (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264752016 , 9789264912984 , 9789264574830
    Language: Latvian
    Pages: 1 Online-Ressource (264 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Going Digital in Latvia
    Keywords: Education ; Governance ; Science and Technology ; Industry and Services ; Latvia
    Abstract: Digitalizācija Latvijā analizē jaunākās attīstības tendences Latvijas digitālajā ekonomikā, pārskata ar digitalizāciju saistītās politikas un sniedz ieteikumus par politikas saskaņotības palielināšanu šajā jomā, pamatojoties uz ESAO Going Digital integrētās politikas struktūru. Pārskatā tiek izmantots stratēģiska perspektīva, lai izpētītu trīs alternatīvus nākotnes scenārijus, kas var izveidoties globālās ekonomikas un sabiedrības digitālās transformācijas rezultātā. Tajā tiek pētīta arī sakaru tīklu un pakalpojumu pieejamība Latvijā, kā arī saistītās politikas un regulējumi. Turklāt pārskatā tiek aplūkotas fi zisku personu, uzņēmumu un valdības tendences digitālās tehnoloģijas izmantošanas jomā, kā arī izpētītas politikas, lai sekmētu izplatīšanu. Visbeidzot pārskatā tiek analizētas digitalizācijas radītās iespējas un izaicinājumi galvenajās jomās, sākot ar inovācijām un prasmēm un beidzot ar digitālo drošību un datu pārvaldību, kā arī novērtētas politikas reakcijas uz šīm pārmaiņām Latvijā. Šī publikācija ir Going Digital in Latvia tulkojums, kas ir daļa no OECD Reviews of Digital Transformation sērijas, kas publicēts tikai angļu valodā.
    DOI: 10.1787/a58d1c1a-lv
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  • 96
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    OECD Skills Strategy Tlaxcala (Mexico) : Assessment and Recommendations (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264534339
    Language: English
    Pages: 1 Online-Ressource (215 Seiten)
    Series Statement: OECD Skills Studies
    Parallel Title: Erscheint auch als Organisation for Economic Co-operation and Development OECD Skills Strategy Tlaxcala (Mexico)
    Keywords: Bildungspolitik ; Qualifikation ; Weiterbildung ; Erwachsenenbildung ; Tlaxcala (Staat) ; Education ; Social Issues/Migration/Health ; Mexico ; Graue Literatur
    Abstract: Fostering greater participation in adult learning in Tlaxcala, Mexico -- Strengthening the skills of youth in Tlaxcala, Mexico -- Strengthening the governance of the skills system in Tlaxcala, Mexico -- Key insights and recommendations for Tlaxcala, Mexico -- Engagement -- Foreword -- Using people's skills more effectively to raise productivity in Tlaxcala, Mexico -- Acronyms and abbreviations -- Executive summary.
    Abstract: Skills are the key to shaping a better future, and central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as globalisation, technological advances and demographic change, compounded by the effects of the COVID-19 pandemic, are reshaping work and society, as well as the types of skills most in demand in the labour market. OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries' skills challenges and opportunities and help them build more effective skills systems. The OECD works collaboratively with countries to develop policy responses tailored to each country's specific skills needs. The foundation of this approach is the OECD Skills Strategy Framework, which allows for an exploration of what countries can do better to: 1) develop relevant skills over the life course; 2) use skills effectively in work and in society; and 3) strengthen the governance of the skills system. This report, OECD Skills Strategy Tlaxcala (Mexico): Assessment and Recommendations, identifies opportunities and makes recommendations to strengthen the skills of youth, foster greater participation in adult learning, use people's skills more effectively to raise productivity, and strengthen the governance of the skills system in the state of Tlaxcala, Mexico
    DOI: 10.1787/13925818-en
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  • 97
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    21st-Century readers : developing literacy skills in a digital world (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264670976 , 9264670971
    Language: English
    Pages: 1 Online-Ressource (213 Seiten) , Illustrationen
    Series Statement: PISA
    Parallel Title: Erscheint auch als 21st-Century readers
    Keywords: Education
    Abstract: Literacy in the 21st century is about constructing and validating knowledge. Digital technologies have enabled the spread of all kinds of information, displacing traditional formats of usually more carefully curated information such as encyclopaedias and newspapers. The massive information flow of the digital era demands that readers be able to distinguish between fact and opinion. Readers must learn strategies to detect biased information and malicious content like fake news and phishing emails. What the PISA 21st-century readers report reveals is that students’ access to digital technologies and training on how to use them greatly vary between countries and students’ socio-economic profiles. This report explores how 15-year-old students are developing reading skills to navigate the technology-rich 21st century. It sheds light on potential ways to strengthen students’ capacity to navigate the new world of information. It highlights how countries need to redouble their efforts to combat emerging digital divides. It also explores what teachers can do to help students navigate ambiguity and manage complexity.
    DOI: 10.1787/a83d84cb-en
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  • 98
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    International early learning and child well-being study assessment framework (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (77 p.)
    Series Statement: OECD Education Working Papers no.246
    Keywords: Education
    Abstract: The International Early Learning and Child Well-being Study puts a spotlight on how children are faring at 5 years-of-age. Children’s early well-being and learning are primary determinants of their later outcomes in schooling and in adulthood. Yet children’s development during their early years remains one of the most neglected areas of international research in education. As a consequence, the international evidence countries can draw on to inform their policy approaches for children’s early learning is sparse. The International Early Learning and Child Well-being Study has been developed and designed to fill this gap. Education systems that prioritise evidence on children’s actual needs and who learn from other countries’ achievements and challenges will be more successful in giving every child a strong early start, thereby building more successful and equitable systems.
    DOI: 10.1787/af403e1e-en
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  • 99
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    The learning gain over one school year among 15-year-olds : An analysis of PISA data for Austria and Scotland (United Kingdom) (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (33 p.)
    Series Statement: OECD Education Working Papers no.249
    Keywords: Education ; Austria ; United Kingdom
    Abstract: This paper compares the learning gain over one year of schooling among 15-year-old students in Austria and Scotland (United Kingdom). Common metrics for reading, mathematics and science learning, as established by the Programme for International Student Assessment (PISA), are used. In order to overcome the limitations of a cross-sectional, single-cohort design, multiple cycles of PISA data are combined. The fact that Austria and Scotland moved their testing period across cycles is also exploited. The results are used to establish a benchmark for other performance differences observed in PISA, such as gender gaps, socio-economic gaps or between-country differences.
    DOI: 10.1787/d99e8c0a-en
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  • 100
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    Getting the most out of employer engagement in career guidance (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (19 p.)
    Series Statement: OECD Education Policy Perspectives no.36
    Keywords: Education
    Abstract: Employer engagement is fundamental to career guidance. Research studies shows that school activities like career talks and workplace visits that involve people from workplaces are often linked with better employment outcomes. Many young people though have limited opportunity to engage with employers and people in work while still in school. This policy brief draws on international practice and evidence, including new analysis exploring the impact of employer engagement on student transitions into work, to ask: Why engage employers in career guidance? What does good employer engagement looks like? How to deliver employer engagement effectively, efficiently and equitably? The paper also highlights ways in which schools are using online technologies to enhance student access to employers within career guidance.
    DOI: 10.1787/fbbc3788-en
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
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    MPI Ethno. Forsch.
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