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In the quest for more and better lifelong learning, there is a growing awareness that qualifications systems must play a part. Some countries have started to realise that isolated developments in qualifications standards lead to uncoordinated, piecemeal systems. After reviewing the policies and practice in fifteen countries, the authors present nine broad policy responses to the lifelong learning agenda that countries have adopted and that relate directly to their national qualifications system. They also identify twenty mechanisms, or concrete linkages, between national qualifications systems and lifelong learning goals. The overall aim of this book is to provide these mechanisms as a tool for governments to use in reviewing their policy responses to lifelong learning. Evidence suggests that some mechanisms, such as those linked to credit transfer, recognition of prior learning, qualifications frameworks and stakeholder involvement, are especially powerful in promoting lifelong learning.
The experience of children under age 3 with early childhood education and care (ECEC) is crucial for their learning, development and well-being and for parents’ return to work. Despite increasing recognition of the importance of ECEC for the youngest children, little is known about this sector.
The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is the first international survey that focuses on the ECEC workforce. It asks staff and leaders about themselves and their settings, including the practices they use with children and their views on the sector. This thematic report focusses on ECEC for children under age 3, an option of the Survey in which four countries (Denmark, Germany, Israel and Norway) participated. The report answers many questions that are important for parents, actors in the field, and policy makers.
Africa is facing a monumental task to prioritise, accelerate and scale up quality infrastructure development. It can take several decades for an infrastructure project to go from idea to operation, but with 28 African countries having doubled their population in the 25 years between 1990 and 2015, the UN projects that another 26 countries will double their population between 2017 and 2050. The status quo will clearly not suffice to meet Africa’s demographic challenges and its development objectives, as enshrined in the African Union (AU)’s Agenda 2063. With this background, this report identifies the impediments to progress as well as emerging new practices and sets out strategic recommendations for the way ahead. It draws on recent analyses and entrepreneurial initiatives, case studies and high-level expert meetings. While the report is independent, it is also inspired by and supports the innovative infrastructure business models being developed by the AUC and the AU Development Agency-New Partnership for Economic Development (AUDA-NEPAD) in the context of the Programme for Infrastructure Development in Africa (PIDA) for building up integrated regional economic corridors.
Early childhood education and care (ECEC) can bring a wide range of benefits – for children, parents and society at large. However, these benefits are conditional on “quality”. Expanding access to services without attention to quality will not deliver good outcomes for children or long-term productivity benefits for society.
This series of country reports focuses on quality issues. Each report tackles a specific theme that was selected by the country reviewed. These reports suggest strengths and point to areas for further reflection on current policy initiatives.
This report reviews quality in childhood education and care in Finland. It suggest strengths and point to areas for further reflection on current policy initiatives.
Early childhood education and care (ECEC) can bring a wide range of benefits – for children, parents and society at large. However, these benefits are conditional on “quality”. Expanding access to services without attention to quality will not deliver good outcomes for children or long-term productivity benefits for society.
This series of country reports focuses on quality issues. Each report tackles a specific theme that was selected by the country reviewed. These reports suggest strengths and point to areas for further reflection on current policy initiatives.
Early childhood education and care (ECEC) can bring a wide range of benefits – for children, parents and society at large. However, these benefits are conditional on “quality”. Expanding access to services without attention to quality will not deliver good outcomes for children or long-term productivity benefits for society.
This series of country reports focuses on quality issues. Each report tackles a specific theme that was selected by the country reviewed. These reports suggest strengths and point to areas for further reflection on current policy initiatives.
Early childhood education and care (ECEC) can bring a wide range of benefits – for children, parents and society at large. However, these benefits are conditional on “quality”. Expanding access to services without attention to quality will not deliver good outcomes for children or long-term productivity benefits for society.
This series of country reports focuses on quality issues. Each report tackles a specific theme that was selected by the country reviewed. These reports suggest strengths and point to areas for further reflection on current policy initiatives.
Early childhood education and care (ECEC) can bring a wide range of benefits – for children, parents and society at large. However, these benefits are conditional on “quality”. Expanding access to services without attention to quality will not deliver good outcomes for children or long-term productivity benefits for society.
This series of country reports focuses on quality issues. Each report tackles a specific theme that was selected by the country reviewed. These reports suggest strengths and point to areas for further reflection on current policy initiatives.
Early childhood education and care (ECEC) can bring a wide range of benefits – for children, parents and society at large. However, these benefits are conditional on “quality”. Expanding access to services without attention to quality will not deliver good outcomes for children or long-term productivity benefits for society.
This series of country reports focuses on quality issues. Each report tackles a specific theme that was selected by the country reviewed. These reports suggest strengths and point to areas for further reflection on current policy initiatives.
This series of reports suggests strengths and point to areas for further reflection on current policy initiatives. This report on the Slovak Republic focuses on improving workforce qualifications, training and working conditions. Research has shown that well-educated, well-trained professionals are the key factor in providing high-quality ECEC with the most favourable cognitive and social outcomes for children. It is, however, not the qualification per se that has an impact on child outcomes but the ability of better educated and trained staff to create a high-quality pedagogical environment that makes the difference.
Early childhood education and care (ECEC) can bring a wide range of benefits – for children, parents and society at large. However, these benefits are conditional on “quality”. Expanding access to services without attention to quality will not deliver good outcomes for children or long-term productivity benefits for society.
This series of country reports focuses on quality issues. Each report tackles a specific theme that was selected by the country reviewed. These reports suggest strengths and point to areas for further reflection on current policy initiatives.
Early childhood education and care (ECEC) can bring a wide range of benefits – for children, parents and society at large. However, these benefits are conditional on “quality”. Expanding access to services without attention to quality will not deliver good outcomes for children or long-term productivity benefits for society.
This series of country reports focuses on quality issues. Each report tackles a specific theme that was selected by the country reviewed. These reports suggest strengths and point to areas for further reflection on current policy initiatives.
Based on a broad international consultative process, the DAC Quality Standards for Development Evaluation are a reference guide to good practice in development evaluation. With a view to improving the quality of evaluation processes and products, and facilitating collaboration, this reference guide lays out standards for each phase of a typical evaluation process: from defining purpose, to planning, designing, implementing, reporting, and learning from and using evaluation results.
At a time when OECD and partner countries are trying to figure out how to reduce burgeoning debt and make the most of shrinking public budgets, spending on education is an obvious target for scrutiny. Education officials, teachers, policy makers, parents and students struggle to determine the merits of shorter or longer school days or school years, how much time should be allotted to various subjects, and the usefulness of after-school lessons and independent study.
This report focuses on how students use learning time, both in and out of school. What are the ideal conditions to ensure that students use their learning time efficiently? What can schools do to maximise the learning that occurs during the limited amount of time students spend in class? In what kinds of lessons does learning time reap the most benefits? And how can this be determined?
The report draws on data from the 2006 cycle of the Programme of International Student Assessment (PISA) to describe differences across and within countries in how much time students spend studying different subjects, how much time they spend in different types of learning activities, how they allocate their learning time and how they perform academically.
The German-speaking Community of Belgium is in the process of developing an overall vision for its education system (the “Gesamtvision Bildung”) to guide reforms across the education sector for greater quality and equity. To support this process, the OECD review offers an independent analysis of the German-speaking Community’s school system and assesses the system’s strengths and challenges from an international perspective. It provides a description of the system’s policies in international comparison and proposes options for future reforms, covering pre-primary to upper secondary education. The analysis addresses the funding and governance of school education, policies to support equity and inclusion, the evaluation system, school leadership and the development of the teaching profession. The report aims to highlight opportunities for the German-speaking Community to build on the strengths of its school system, enhance the effectiveness of its resource use and ensure that the system delivers the best outcomes for all students.
For many universities and other higher education providers, internationalisation is becoming an integral aspect of their teaching, research and public service roles. And institutions are increasingly operating in a global market in which quality assurance and assessment are particularly important and sensitive issues.
This book discusses some of the challenges of ensuring quality in internationalisation, and provides a framework to assist institutions in designing and reviewing their own strategies and policies. Analysis of the evolving policy environment is contributed by internationally recognised experts; and case studies from Australia, Finland, Kenya, Mexico, Poland and the United States are included. The book also presents the Internationalisation Quality Review Process (IQRP), a unique practical tool for institutional leaders and managers who wish to develop the international dimension of their programmes and services.
With rapid growth in cross-border education and developments such as e-learning, for-profit providers, and remote campuses challenging accreditation frameworks, this book examines the situation in Canada, the United States, Europe, Australia, and Japan with a view towards working with UNESCO on a set of guidelines on quality provision in cross-border higher education.
What are the major barriers to services trade? To what extent would further liberalisation of trade in services result in increased welfare gains and economic growth? Empirical evidence is also important to demonstrate the economic effects of market and regulatory changes as an aid to the design of adequate regulatory reform.
Amongst other issues, the papers in this volume explore fundamental issues for empirical research on trade in services. It highlights the specific data requirements and conceptual challenges for modelling liberalisation of services.