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Glossary of Terms Elementary school: compulsory basic education for children age 6-15 Upper secondary school: vocational, technical professional and general secondary schools (age 15-18 or 15-19) FE (further education): post-secondary professional, vocational schools HE: university study, being in accordance with Bologna processes or the still existing traditional system. Professional worker: the term embraces profiles like psychologist, social worker, speech therapist, pedagogue, and librarian. They usually don't have teaching load but help students on individual basis and also provide support and addeputy to teachers, head teachers and deputy head teachers. Elective subject: National curriculum consists of required, compulsory subjects, elective or optional subjects, based on choice of students, and compulsory elective subjects. Compulsory elective subjects: it is a group of subjects from which students must take e.g. one, but they can choose among many of them.

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This study is part of the OECDs efforts to support countries in the design and effective implementation of their education policies, grounding these efforts on evidence, and multidisciplinary tools and approaches.Wales is committed to providing high-quality and inclusive education for all its citizens. It in 2011 embarked on a large-scale school improvement reform that has become increasingly comprehensive and focused on the ongoing development and implementation of a new, 21st century school curriculum. Wales considers the development of schools as learning organisations a key means for empowering them to bring the new curriculum to life. It recognises this will require concerted effort and in many cases it will mean that teachers, support staff, school leaders and many others involved will need to expand their skills. As such, the development of a thriving learning culture in schools and other parts of the education system is expected to play a pivotal role in putting the curriculum into practice in schools throughout Wales. This report aims to support Wales in realising this objective. It assesses the extent to which schools in Wales have developed as learning organisations, and identifies areas for further improvement -at both school and system levels.Following an introduction to this report and a description of Wales' school system (Part I, Chapter 1) the report is organised the following:Policies promoting a shared and future-focused vision centred on the learning of all students ......

IntroductionAdult learning is going through changes in OECD countries: it is increasingly recognised as a necessity. OECD governments are exploring ways to increase access to different types of adult learning through public provision, by supporting the development of the private sector, or by joint public-private collaboration. At the same time, adults are demanding more and varied learning activities. This article analyses trends in selected OECD countries and the different policy measures taken by governments to improve access and participation.Many factors give impetus to increasing adult learning: high unemployment rates in Europe; a growing recognition of the importance of human capital for economic growth and social and personal development; the public recognition of the existence of large numbers of adults with no basic skills; ageing populations; greater migration. Overall, participation in adult learning varies according to country, but presents similar patterns. Adults with higher education levels, people who are employed, those working in larger enterprises, in white collar occupations, and younger adults participate to a greater degree. The key catalysts for the provision of training are private enterprise and adults seek training mainly for reasons of professional upgrading.With clear inequities in participation patterns in most countries -especially amongst adults who need it the most, i.e. the low-skilled -, it is essential that public policy address the issue of better access and participation. Countries have adopted different measures to stimulate adult learning. Overall, what is important is the move towards a coherent approach to adult learning and towards the development of integrated adult learning systems that can cater for greater demand and offer good quality. An Overview of Participation in Adult LearningAdult learning has become a policy priority for economic growth and social development in OECD countries in the last decade. The development of the information society, improved and changing skills requirements, with at least secondary education as a prerequisite to obtain employment in many countries, changing socio-demographic patterns, unemployment and civic concerns are making adult

This literature review aims to understand the factors that influence the adoption of school leadership policy reforms and whether there are some common trends that lead to policy changes in this area. The main question driving the study was the following: what are important reasons or contextual factors that have influenced the adoption of school leadership policy reforms? The analysis shows that there is an eclectic set of research that covers school leadership from different perspectives. Each tackle the question of school leadership reform adoption from different angles. A policy perspective associates school leadership reforms to contextual changes in relation to decentralisation, school autonomy, accountability or an increasing emphasis on education outcomes. School improvement perspectives acknowledge the key role of school leadership in education change. The research on school leadership impact has contributed to the adoption of school leadership reforms. The school leadership policy perspective shows that countries have introduced school leadership reforms, with practices varying by country and context. Some have been interpreted as a response to a new public management agenda or to the globalisation of education policies. Findings from this review indicate that whilst there is much research on school leadership, nevertheless, analysis and promotion of policies to support and strengthen school leader roles to support school improvement appears to have received less attention.

JT03424447This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.

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