Mark | Date Date | Title Title | |||
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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. 102 | 24 May 2024 |
Students, digital devices and success
In today's world, the digital landscape plays a crucial role in children's lives, offering opportunities for education, socialising and entertainment. However, it also poses risks such as cyberbullying, exposure to inappropriate content and breaches... |
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No. 101 | 01 May 2024 |
Evaluating post-pandemic education policies and combatting student absenteeism beyond COVID-19
The COVID-19 pandemic posed significant challenges for education systems and students worldwide, particularly impacting vulnerable and disadvantaged groups. In response, OECD education systems implemented a variety of new policies and practices to... |
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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. 99 | 24 Apr 2024 |
Supporting Indigenous Learners in Upper Secondary Education
The choice and diversity of upper secondary education create great potential to respond to the needs of Indigenous learners, and high stakes at this level make it critical to promote learners' success. Having historically been marginalized in... |
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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. 96 | 05 Apr 2024 |
Yes Minister, Yes Evidence
Engaging with research, and ensuring research evidence is used well, is key to professionalising education policy making processes, and ultimately to improving educational outcomes. But the systematic use of evidence in policy making faces many... |
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No. 95 | 18 Mar 2024 |
Cultivating the next generation of green and digital innovators
This analytical report, the third in a series of four, was prepared by the OECD Higher Education Policy Team as part of the Education and Innovation Practice Community (EIPC) initiative, an action of the European Union’s New European Innovation... |
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No. 94 | 18 Mar 2024 |
Enhancing Scotland’s multi-level school improvement support system
The Scottish Government and the OECD co-facilitated an international peer learning event in May 2023 to explore ways and approaches for clarifying the roles and responsibilities of school improvement support provided at different levels of the... |
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No. 93 | 08 Mar 2024 |
A profile of an evaluation and assessment agency: Saudi Arabia’s Education and Training Evaluation Commission (ETEC)
This paper presents a profile of the agency responsible for education evaluation and assessment in the Kingdom of Saudi Arabia: the Education and Training Evaluation Commission (ETEC). It draws on research conducted by the OECD as part of a... |
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No. 92 | 04 Mar 2024 |
Reforming school education in Romania
Romania’s education system is at a turning point. In 2023, the government passed a new law on school education that sets out significant changes to how schooling is provided, governed and resourced. These changes come at a critical time for the... |
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No. 91 | 29 Feb 2024 |
The state of academic careers in OECD countries
The evidence review examines the state of academic careers in higher education systems in OECD countries, providing an overview of available data, research evidence and examples of policy and practice. Key concerns for academics and policy makers... |
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No. 90 | 15 Feb 2024 |
What shapes upper secondary pathways and transitions?
Learners' pathways through upper secondary education are shaped by the curriculum that sets out a vision for education, the programmes learners take, and the systems of assessment and certification that serve as the ultimate goalposts. The... |
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No. 89 | 25 Jan 2024 |
Supporting early childhood education and care staff in the beginning of their careers
Early childhood education and care (ECEC) staff are central to promoting young children’s development, learning and well-being. Novice staff, defined as staff with up to three years of experience, account for 27% of staff in TALIS Starting Strong... |
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No. 88 | 15 Jan 2024 |
Transforming education in Indonesia
This policy perspective examines Indonesia’s Merdeka Belajar (“Emancipated Learning”) initiative, a comprehensive education reform agenda initiated in 2019. The primary objective of this reform is to enhance learning outcomes, make schooling a more... |
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No. 87 | 20 Dec 2023 |
Geospatial modelling in support of Latvia's school network reorganisation initiative
A fragmented school network resulting from demographic shifts and regional economic developments can place a significant financial burden on education systems across OECD Member and non-Member countries. This is the case in Latvia, which has made the... |
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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. 85 | 14 Dec 2023 |
Public policies for effective micro-credential learning
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. 84 | 24 Nov 2023 |
Assessing, documenting, and recognising social and emotional skills in upper secondary education
This policy perspective was developed at the request of the Directorate for Education Reform, Scotland (United Kingdom) to provide an overview of how countries across the OECD assess social and emotional skills in upper secondary education. It is... |
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No. 83 | 22 Nov 2023 |
Equity, diversity and inclusion in early childhood education and care
Early childhood education and care (ECEC) policies can have a major role in levelling the playing field in education and society by providing all children, and especially those from disadvantaged backgrounds, with opportunities to participate in... |
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.
English
- ISSN: 22260943 (online)
- https://doi.org/10.1787/5cc2d673-en
1 - 20 of 102 results
Promoting green and digital innovation
OECD
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...
Students, digital devices and success
OECD
24 May 2024
In today's world, the digital landscape plays a crucial role in children's lives, offering opportunities for education, socialising and entertainment. However, it also poses risks such as cyberbullying, exposure to inappropriate content and breaches...
Evaluating post-pandemic education policies and combatting student absenteeism beyond COVID-19
OECD
01 May 2024
The COVID-19 pandemic posed significant challenges for education systems and students worldwide, particularly impacting vulnerable and disadvantaged groups. In response, OECD education systems implemented a variety of new policies and practices to...
Policy Dialogues in Focus for Brazil
OECD
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,...
Supporting Indigenous Learners in Upper Secondary Education
OECD
24 Apr 2024
The choice and diversity of upper secondary education create great potential to respond to the needs of Indigenous learners, and high stakes at this level make it critical to promote learners' success. Having historically been marginalized in...
International evidence to support the reform of Early Childhood Education and Care (ECEC) in Brazil in 2024
OECD
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...
Yes Minister, Yes Evidence
OECD
05 Apr 2024
Engaging with research, and ensuring research evidence is used well, is key to professionalising education policy making processes, and ultimately to improving educational outcomes. But the systematic use of evidence in policy making faces many...
Cultivating the next generation of green and digital innovators
OECD
18 Mar 2024
This analytical report, the third in a series of four, was prepared by the OECD Higher Education Policy Team as part of the Education and Innovation Practice Community (EIPC) initiative, an action of the European Union’s New European Innovation...
Enhancing Scotland’s multi-level school improvement support system
OECD
18 Mar 2024
The Scottish Government and the OECD co-facilitated an international peer learning event in May 2023 to explore ways and approaches for clarifying the roles and responsibilities of school improvement support provided at different levels of the...
A profile of an evaluation and assessment agency: Saudi Arabia’s Education and Training Evaluation Commission (ETEC)
OECD
08 Mar 2024
This paper presents a profile of the agency responsible for education evaluation and assessment in the Kingdom of Saudi Arabia: the Education and Training Evaluation Commission (ETEC). It draws on research conducted by the OECD as part of a...
Reforming school education in Romania
OECD
04 Mar 2024
Romania’s education system is at a turning point. In 2023, the government passed a new law on school education that sets out significant changes to how schooling is provided, governed and resourced. These changes come at a critical time for the...
The state of academic careers in OECD countries
OECD
29 Feb 2024
The evidence review examines the state of academic careers in higher education systems in OECD countries, providing an overview of available data, research evidence and examples of policy and practice. Key concerns for academics and policy makers...
What shapes upper secondary pathways and transitions?
OECD
15 Feb 2024
Learners' pathways through upper secondary education are shaped by the curriculum that sets out a vision for education, the programmes learners take, and the systems of assessment and certification that serve as the ultimate goalposts. The...
Supporting early childhood education and care staff in the beginning of their careers
OECD
25 Jan 2024
Early childhood education and care (ECEC) staff are central to promoting young children’s development, learning and well-being. Novice staff, defined as staff with up to three years of experience, account for 27% of staff in TALIS Starting Strong...
Transforming education in Indonesia
OECD
15 Jan 2024
This policy perspective examines Indonesia’s Merdeka Belajar (“Emancipated Learning”) initiative, a comprehensive education reform agenda initiated in 2019. The primary objective of this reform is to enhance learning outcomes, make schooling a more...
Geospatial modelling in support of Latvia's school network reorganisation initiative
OECD
20 Dec 2023
A fragmented school network resulting from demographic shifts and regional economic developments can place a significant financial burden on education systems across OECD Member and non-Member countries. This is the case in Latvia, which has made the...
Micro-credential policy implementation in Finland, the Slovak Republic, Slovenia and Spain
OECD
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...
Public policies for effective micro-credential learning
OECD
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...
Assessing, documenting, and recognising social and emotional skills in upper secondary education
OECD
24 Nov 2023
This policy perspective was developed at the request of the Directorate for Education Reform, Scotland (United Kingdom) to provide an overview of how countries across the OECD assess social and emotional skills in upper secondary education. It is...
Early childhood education and care (ECEC) policies can have a major role in levelling the playing field in education and society by providing all children, and especially those from disadvantaged backgrounds, with opportunities to participate in...