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The Digital Education Outlook 2023 provides a comparative, thematic analysis of how countries shape or could shape their digital ecosystem. Student information systems (or Education Management Information System - EMIS), learning management systems, digital assessment platforms, study and careers guidance: what are the different components of countries’ digital education ecosystem? How and to what extent do countries leverage teachers' digital competences and the latest opportunities offered by artificial intelligence (AI)? How can countries make the most of their digital ecosystem so that it is trustworthy, useful, effective, and equitable? How do and can countries allow for digital education to continue to improve and innovate education? Based on numerous country examples coming from an OECD survey on countries’ digital education infrastructure and governance and from desk research, the report shows where countries stand and where they could be going from there to benefit from the digital transformation. It also points to opportunities, guidelines and guardrails about the effective and equitable use of AI in education.
The report covers most OECD countries and a few partner countries. It will be of interest to policy makers, academics and all education stakeholders interested in the digital transformation of education systems. Country Digital Education Ecosystems and Governance: A Companion to Digital Education Outlook 2023 supplements this publication by providing detailed and comprehensive information for each country.
How might digital technology and notably smart technologies based on artificial intelligence (AI), learning analytics, robotics, and others transform education? This book explores such question. It focuses on how smart technologies currently change education in the classroom and the management of educational organisations and systems. The book delves into beneficial uses of smart technologies such as learning personalisation, supporting students with special learning needs, and blockchain diploma credentialing. It also considers challenges and areas for further research. The findings offer pathways for teachers, policy makers, and educational institutions to digitalise education while optimising equity and inclusivity.
Este informe de revisión sobre Chile proporciona, desde una perspectiva internacional, un análisis independiente de los principales problemas que enfrenta el uso de los recursos escolares en Chile, las iniciativas de políticas actuales y los posibles enfoques futuros. El informe tiene tres propósitos: i) aportar ideas y recomendaciones a las autoridades educativas chilenas; ii) ayudar a otros países a entender el enfoque chileno sobre el uso de los recursos escolares; y iii) proporcionar aportes para el análisis comparativo de la Revisión de Recursos Escolares de la OCDE. El análisis en el informe se centra en las siguientes áreas: i) el financiamiento de la educación escolar (incluida la planificación, distribución, incentivos y monitoreo); ii) políticas de equidad para la asignación de recursos dirigidas a grupos específicos de estudiantes; iii) organización escolar y funcionamiento de los establecimientos; y iv) la profesión docente.
L’istruzione e la formazione sono ormai universalmente considerate, anche tra
i sostenitori di diverse visioni globali e di differenti antropologie, leve di sviluppo
individuale e collettivo. Negli ultimi anni da una visione dell’insegnamento e della
formazione centrate su che cosa si insegna si è, gradualmente, giunti a una visione
in cui al centro stanno i soggetti che imparano e i loro obiettivi di apprendimento.
Gli obiettivi di apprendimento sono declinati, sempre più spesso, come competenze.
L’Italia sconta, da questo punto di vista, un ritardo che viene da lontano e che ha
portato a misconoscere, per troppo tempo, i risultati della ricerca educativa
evidence
based
e della prospettiva student’s voice per orientare riforme, cambiamenti, visioni.
Il contributo che offre la traduzione di questo volume consiste nel mettere a
disposizione di tutti gli addetti ai lavori (insegnanti, formatori, studiosi, ricercatori,
decisori politici) e di tutte le persone interessate una grande ricchezza di dati come
quelli del Rapporto OCSE, introdotti e commentati con particolare attenzione alla
situazione italiana.
L’intenzione che guida questo lavoro è quella di fornire una fonte attendibile con la
quale ribadire, ancora una volta, che spendere in ricerca e istruzione significa investire
e che gli investimenti ben condotti, in questo campo, hanno ritorni significativi
non soltanto dal punto di vista economico. L’equità delle opportunità in un tempo
come quello presente appare l’unico vero antidoto alla crisi economica, di senso,
di prospettive che attraversiamo. L’istruzione, la formazione e la ricerca possono
costituire un “faro” che ci guidi verso un nuovo “noi”.
Эффективное использование школьных ресурсов является приоритетной политикой в странах ОЭСР. В
Страновом обзоре ОЭСР: Эффективность использования ресурсов в школах
раскрываются возможности
управления, распределения, использования и менеджмента ресурсов для повышения качества, равенства и
эффективности школьного образования.
Данный выпуск Обзора учитывает в анализе четыре типа ресурсов: финансовые ресурсы: например,
государственное финансирование школ; человеческие ресурсы: учителя, школьные директора, работники
отделов и управлений образования; материально-технические ресурсы: месторасположение, здания школ и их
оснащение, а также другие ресурсы такие как количество учебных часов.
Этот Обзор предоставляет своевременные рекомендации органам управления и образовательному сообществу.
Серия публикаций по данному проекту включает страновые отчеты и тематические сборники.
Содержание
Глава 1. Школьное образование в Казахстане
Глава 2. Управление использованием школьных ресурсов в Казахстане
Глава 3. Распределение школьных ресурсов в Казахстане
Глава 4. Использование школьных ресурсов в Казахстане
Глава 5. Менеджмент школьных ресурсов в Казахстане
Kaj vemo o tem, kako se ljudje učijo? Kako motivacija in čustva pri mladih ljudeh vplivajo na njihovo učenje? Kaj kažejo raziskave o prednostih skupinskega dela, formativnega vrednotenja, uporabe tehnologije ali projektnega učenja in kdaj so ti pristopi najbolj učinkoviti? Kako na učenje vpliva družinsko ozadje? To je nekaj vprašanj, s katerimi se v pričujoči publikaciji OECD-ja ukvarjajo vodilni znanstveniki iz Severne Amerike in Evrope. V tej knjigi so spoznanja raziskav o naravi učenja združena z različnimi možnostmi za aplikacijo teh spoznanj v izobraževalno polje in povzeta v obliki sedmih ključnih načel. Med avtorji prispevkov so Brigid Barron, Monique Boekaerts, Erik de Corte, Linda Darling-Hammond, Kurt Fischer, Andrew Furco, Richard Mayer, Lauren Resnick, Barbara Schneider, Robert Slavin, James Spillane, Elsbeth Stern in Dylan Wiliam.
Knjiga O naravi učenja: uporaba raziskav za navdih prakse predstavlja pomembno branje za vse tiste, ki jih zanima, kaj pravijo raziskave o možnostih optimiziranja učenja v razredu, šoli in drugih okoljih. Njen namen je predvsem informirati zaposlene v vzgoji in izobraževanju ter zagotoviti ustrezno strokovno podlago za reforme v izobraževanju. Še posebej zanimiva bo za učitelje, vodstvene kadre na področju izobraževanja, izobraževalce učiteljev, svetovalce in za tiste, ki sprejemajo odločitve, pa tudi za raziskovalce.
Hvordan kan elevvurdering, lærervurdering, skolevurdering og vurdering av skolesystemet bidra til reelle forbedringer av prestasjoner på tvers av et lands skolesystem? Landrapportene i denne serien gir en uavhengig analyse av viktige spørsmål knyttet til kvalitetsvurderingssystemet, gjeldende policy initiativer og mulige fremtidige forbedringer. Denne serien er en del av OECDs Review on Evaluation and Assessment Frameworks for Improving School Outcomes.
Este informe PISA para las Políticas Educativas en las Islas Canarias describe el sistema educativo canario, arroja luz sobre los resultados de PISA y analiza y los efectos de las políticas referente a la gestión del sistema y la distribución de los recursos, los alumnos y el aprendizaje, los profesores y la enseñanza, y el liderazgo en los centros y las inspecciones. El informe contiene recomendaciones para mejorar la calidad y equidad en los resultados del aprendizaje.
Lernen für die Arbeitswelt ist eine OECD-Studie zur Berufsbildung, die den Ländern dabei helfen soll, die Anpassungsfähigkeit ihrer Berufsbildungssysteme im Blick auf die Arbeitsmarkterfordernisse zu verbessern. Sie wird die Faktengrundlage erweitern, einen Katalog von Politikoptionen ermitteln und Instrumente für die Bewertung der Politikinitiativen im Bereich der Berufsbildung entwickeln.
Ein hohes Niveau arbeitsplatzrelevanter Kompetenzen wird für die OECD-Länder als entscheidendes Mittel zur Stützung des Wirtschaftswachstums betrachtet. Die Berufsbildungssysteme sind nunmehr Gegenstand eingehender Analysen, um herauszufinden, ob sie in der Lage sind, die erforderlichen Kompetenzen zu vermitteln. Lernen für die Arbeitswelt ist eine OECD-Studie zur Berufsbildung, die den Ländern dabei helfen soll, die Anpassungsfähigkeit ihrer Berufsbildungssysteme im Blick auf die Arbeitsmarkterfordernisse zu verbessern. Sie wird die Faktengrundlage erweitern, einen Katalog von Politikoptionen ermitteln und Instrumente für die Bewertung der Politikinitiativen im Bereich der Berufsbildung entwickeln.
Die OECD führt in folgenden Ländern Prüfungen der Berufsbildungspolitik durch: Australien, Belgien (Flandern), Deutschland, Irland, Korea, Mexiko, Norwegen, Österreich, Schweden, Schweiz, Tschechische Republik, Ungarn, Vereinigtes Königreich (England und Wales), Vereinigte Staaten (South Carolina und Texas). Ein erster Bericht über Chile und ein Kurzbericht über die Volksrepublik China wurden ebenfalls erstellt.
Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs.
This special report looks at the system in China. China’s education system has made dramatic advances: almost all children in China now complete lower secondary education. Around three quarters continue into upper secondary schools, with fast increasing numbers in tertiary education. At upper secondary level about half the cohort enter vocational schools – more than 20 million students.
At the same time the system faces significant challenges. The government is seeking to make the system accessible to all students – by removing the fees barrier, ensuring minimum quality standards in all vocational schools, and in providing adequate high quality workplace training opportunities.
The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
OECD countries are attaching rising importance to lifelong learning and active employment policies as tools of economic growth and social equity. Effective information and guidance systems are essential to support the implementation of these policies, and all citizens need to develop the skills to self-manage their careers. Yet there are large gaps between these policy goals and the capacity of national career guidance systems. Based upon a review conducted in 14 OECD countries, this publication explores how these gaps might be narrowed. It advocates improved national co-ordination arrangements and greater attention to research and data collection to inform policy makers. It also promotes the development of improved and more specialised training programmes for practitioners and the creation of more specialised career guidance organisations for the delivery of services.