Sélectionner | Date Date | Titre Titre | |||
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No. 4 | 29 Jan 2020 |
Improving educational equity in Romania
Despite improvements in recent years, many students in Romania still progress through school without mastering basic competencies and a large share of them leave school before completing upper secondary education. This education policy brief focuses... |
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No. 2 | 29 Jan 2020 |
Improving professional leadership in Romania’s school system
School leaders in Romania primarily consider their function to be purely administrative, rather than having responsibilities for shaping the quality of teaching and learning. This education policy brief highlights how other countries and economies... |
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No. 8 | 27 Oct 2020 |
Improving school quality in Norway 2020
In 2017, the Government of Norway introduced a new competence development model for schools, to provide municipalities and schools with greater freedom of action and empower them to carry out systematic school improvement. This model has the... |
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No. 1 | 29 Jan 2020 |
Improving the teaching profession in Romania
Romania is one of the few countries in the OECD and EU lacking national teaching standards. This education policy brief shares examples of how clearly defined teacher competency standards can help shape initial teacher education and professional... |
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No. 43 | 30 Oct 2021 |
Indicators of teenage career readiness
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... |
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No. 77 | 05 Sept 2023 |
Institutional missions and profiles in higher education in Lithuania
This policy brief was prepared as part of the OECD's Resourcing Higher Education Project. This wider project aims to provide a shared knowledge base for OECD member and partner countries on policy for higher education resourcing, drawing on... |
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No. 97 | 10 Apr 2023 |
International evidence to support the reform of Early Childhood Education and Care (ECEC) in Brazil in 2024
This document brings together previous international evidence collected by the OECD on the topics of Early Childhood Education and Care (ECEC) and the education policy context of Brazil to support policy dialogue in Brazil on the reform of ECEC in... |
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No. 62 | 17 Nov 2022 |
Job shadowing
Strong career guidance systems allow students to explore potential futures in work through authentic and personalised interactions with people in work and their workplaces. One form of career exploration that can be expected to be of particular value... |
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No. 29 | 21 Jan 2021 |
Making the most of teachers’ time
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... |
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No. 39 | 22 Sept 2021 |
Micro-credential innovations in higher education
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... |
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No. 86 | 14 Dec 2023 |
Micro-credential policy implementation in Finland, the Slovak Republic, Slovenia and Spain
Smaller, more targeted, and more flexible than traditional education and training programmes, micro-credentials have become a prominent feature of education, training and labour market policy discussions in recent years. Several OECD countries have... |
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No. 66 | 17 Mar 2023 |
Micro-credentials for lifelong learning and employability
Micro-credentials are increasingly prominent in discussions around education, training and labour market policy. Policymakers, educators and trainers across the world envision micro-credentials to be an innovation with a multitude of potential uses... |
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No. 34 | 15 Jul 2021 |
National assessment reform: Core considerations for Brazil
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... |
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No. 103 | 22 May 2019 |
OECD Future of Education and Skills 2030 Anticipation-Action-Reflection Cycle for 2030
The Anticipation-Action-Reflection (AAR) cycle is an iterative learning process whereby learners continuously improve their thinking and act intentionally and responsibly, moving over time towards long-term goals that contribute to collective... |
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No. 100 | 26 Apr 2024 |
Policy Dialogues in Focus for Brazil
This policy brief brings together key reflections from the Policy Dialogues in Focus: International Insights for Digital Education Reform in Brazil. This seminar series from the Education Policy Outlook offered federal and subnational policy makers,... |
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No. 52 | 18 Mar 2022 |
Policy dialogues in focus for Sweden
This policy brief brings together key reflections from the Policy Dialogues in Focus: International Insights for School Funding Reform in Sweden. This seminar offered Swedish policy makers an opportunity to learn from the reform experiences of school... |
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No. 63 | 25 Nov 2022 |
Policy options for stronger, more equitable student outcomes in Türkiye
This policy perspective provides suggestions across five policy areas for Türkiye to create a stronger policy focus on overcoming obstacles for more equal opportunities for students. |
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No. 10 | 04 Dec 2020 |
Professional growth in times of change: Supporting teachers’ continuing professional learning and collaboration
The 2020 COVID-19 pandemic has disrupted schooling around the world and highlighted how critical it is for teachers to quickly learn, improve and adapt their practice to changing conditions. Continuing professional learning is vital to support... |
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No. 103 | 08 Jul 2024 |
Promoting green and digital innovation
This analytical report, the last in a series of four, was prepared by the OECD Higher Education Policy Team as part of the Education and Innovation Practice Community (EIPC), an action of the European Union’s New European Innovation Agenda, flagship... |
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No. 71 | 13 Jun 2023 |
Proposal for an action plan to reduce early school leaving in Spain
Early school leaving (ESL) can lead to mounting individual challenges and generate high economic costs to education systems and societies at large. Spain has made significant progress in reducing ESL in recent years; in 2022, the ESL rate was 13,9% -... |
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- OECD Education Policy Perspectives
OECD Education Policy Perspectives
The OECD Directorate for Education and Skills helps countries compare their education policies and experiences, and learn from each other through large scale assessment and surveys and comparative policy analysis. This policy papers series presents analysis for policy makers, practitioners and researchers on a wide range of policy issues covered at OECD: from pre-primary to higher education, from policy design to implementation, from student performance and well-being, to teacher training and practices, to school resources.
Anglais
- ISSN : 22260943 (en ligne)
- https://doi.org/10.1787/5cc2d673-en
61 - 80 of 106 results
Improving educational equity in Romania
OCDE
29 Jan 2020
Despite improvements in recent years, many students in Romania still progress through school without mastering basic competencies and a large share of them leave school before completing upper secondary education. This education policy brief focuses...
Improving professional leadership in Romania’s school system
OCDE
29 Jan 2020
School leaders in Romania primarily consider their function to be purely administrative, rather than having responsibilities for shaping the quality of teaching and learning. This education policy brief highlights how other countries and economies...
Improving school quality in Norway 2020
OCDE
27 Oct 2020
In 2017, the Government of Norway introduced a new competence development model for schools, to provide municipalities and schools with greater freedom of action and empower them to carry out systematic school improvement. This model has the...
Improving the teaching profession in Romania
OCDE
29 Jan 2020
Romania is one of the few countries in the OECD and EU lacking national teaching standards. This education policy brief shares examples of how clearly defined teacher competency standards can help shape initial teacher education and professional...
Indicators of teenage career readiness
OCDE
30 Oct 2021
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...
Institutional missions and profiles in higher education in Lithuania
OCDE
05 Sept 2023
This policy brief was prepared as part of the OECD's Resourcing Higher Education Project. This wider project aims to provide a shared knowledge base for OECD member and partner countries on policy for higher education resourcing, drawing on...
International evidence to support the reform of Early Childhood Education and Care (ECEC) in Brazil in 2024
OCDE
10 Apr 2023
This document brings together previous international evidence collected by the OECD on the topics of Early Childhood Education and Care (ECEC) and the education policy context of Brazil to support policy dialogue in Brazil on the reform of ECEC in...
Job shadowing
OCDE
17 Nov 2022
Strong career guidance systems allow students to explore potential futures in work through authentic and personalised interactions with people in work and their workplaces. One form of career exploration that can be expected to be of particular value...
Making the most of teachers’ time
OCDE
21 Jan 2021
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...
Micro-credential innovations in higher education
OCDE
22 Sept 2021
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...
Micro-credential policy implementation in Finland, the Slovak Republic, Slovenia and Spain
OCDE
14 Dec 2023
Smaller, more targeted, and more flexible than traditional education and training programmes, micro-credentials have become a prominent feature of education, training and labour market policy discussions in recent years. Several OECD countries have...
Micro-credentials for lifelong learning and employability
OCDE
17 Mar 2023
Micro-credentials are increasingly prominent in discussions around education, training and labour market policy. Policymakers, educators and trainers across the world envision micro-credentials to be an innovation with a multitude of potential uses...
National assessment reform: Core considerations for Brazil
OCDE
15 Jul 2021
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...
OECD Future of Education and Skills 2030 Anticipation-Action-Reflection Cycle for 2030
OCDE
22 May 2019
The Anticipation-Action-Reflection (AAR) cycle is an iterative learning process whereby learners continuously improve their thinking and act intentionally and responsibly, moving over time towards long-term goals that contribute to collective...
Policy Dialogues in Focus for Brazil
OCDE
26 Apr 2024
This policy brief brings together key reflections from the Policy Dialogues in Focus: International Insights for Digital Education Reform in Brazil. This seminar series from the Education Policy Outlook offered federal and subnational policy makers,...
Policy dialogues in focus for Sweden
OCDE
18 Mar 2022
This policy brief brings together key reflections from the Policy Dialogues in Focus: International Insights for School Funding Reform in Sweden. This seminar offered Swedish policy makers an opportunity to learn from the reform experiences of school...
This policy perspective provides suggestions across five policy areas for Türkiye to create a stronger policy focus on overcoming obstacles for more equal opportunities for students.
Professional growth in times of change: Supporting teachers’ continuing professional learning and collaboration
OCDE
04 Dec 2020
The 2020 COVID-19 pandemic has disrupted schooling around the world and highlighted how critical it is for teachers to quickly learn, improve and adapt their practice to changing conditions. Continuing professional learning is vital to support...
Promoting green and digital innovation
OCDE
08 Jul 2024
This analytical report, the last in a series of four, was prepared by the OECD Higher Education Policy Team as part of the Education and Innovation Practice Community (EIPC), an action of the European Union’s New European Innovation Agenda, flagship...
Proposal for an action plan to reduce early school leaving in Spain
OCDE
13 Jun 2023
Early school leaving (ESL) can lead to mounting individual challenges and generate high economic costs to education systems and societies at large. Spain has made significant progress in reducing ESL in recent years; in 2022, the ESL rate was 13,9% -...