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This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries.This document and any 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. ISBN 978-92-64-25168-7 (print) ISBN 978-92-64-25173-1 (PDF) ISBN 978-92-64-25174-8 (epub) Series: OECD Reviews of School Resources ISSN 2413-4333 (print) ISSN 2413-3841 (online) The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.Photo credits: Cover © VLADGRIN/Shutterstock.com.Corrigenda to OECD publications may be found on line at: www.oecd.org/about/publishing/corrigenda.htm. © OECD 2016You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at info@copyright.com or the Centre français d'exploitation du droit de copie (CFC) at contact@cfcopies.com.Please cite this publication as: Santiago, P. et al. (2016) Kadi Serbak, Analyst, and Signe Uustal, Chief Expert, both Estonia was one of the countries which opted to participate in the country review strand and host a visit by an external review team. Members of the OECD review team were Paulo Santiago (OECD Secretariat), co-ordinator of the review; Anthony Levitas (Senior Fellow in International Studies, Brown University, the United States), Péter Radó (Education Consultant based in Budapest) and Claire Shewbridge (OECD Secretariat). The biographies of the members of the review team are provided in Annex B. This publication is the report from the review team. It provides, from an international perspective, an independent analysis of major issues facing the use of school resources in Estonia, current policy initiatives, and possible future approaches. The report serves three purposes: i) to provide insights and advice to Estonian education authorities; ii) to help other countries understand the Estonian approach to the use of school resources; and iii) to provide input for the final comparative analysis of the OECD School Resources Review. The scope for the analysis in this report includes early childhood education and school education (both general and vocati...

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The vast majority of Danish students follow compulsory education in public schools and municipalities are responsible for their qualityWhile the Ministry of Education sets the legal framework for compulsory education providers and the overall objectives for compulsory education, the decentralised Danish system places the major responsibility for quality assurance with the providers. For public schools (the Folkeskole), the 98 municipalities are responsible for the overall quality of their schools and for setting local objectives and conditions, including the goals and scope for school activities, as well as the supervision of the Folkeskole. For private schools, parent-elected boards are responsible for school quality, in particular for ensuring that educational content matches academic standards in the Folkeskole, plus they are supervised by the Ministry of Education. Political urgency to improve student learning outcomes in compulsory education and proposal for reformThe Danish Government's competitiveness strategy, in tandem with political and public debate on the 'mediocre' performance of Danish students on international assessments, has increased policy focus on improving student learning outcomes. While Denmark is proud of international evidence that its students are leaders in terms of civic knowledge, recent results from the OECD's Programme for International Student Assessment (PISA 2009) confirmed Denmark's average academic performance at the end of compulsory education and, importantly, a shortage of Danish students at the highest performance levels. Largely influenced by a review of the Folkeskole commissioned by the Prime Minister in early 2010, the government proposes a reform aiming to strengthen academic performance by giving more freedom to schools in return for an increased focus on results, in particular, the publication of national test results for schools. An increased focus on evaluation, assessment and accountability since 2006, including new national bodies and quality assurance systemsThe OECD in 2004 emphasised the importance of establishing an evaluation culture (following its review of the Folkeskole) and the revised 2006 Folkeskole Act aimed to stimulate this and to introduce an element of accountability to compulsory education providers. The raft of new national measures included the requirement for municipalities to draft and publish annual quality reports on the schools in their jurisdiction, the ASSESSMENT AND CONCLUSIONS -9 OECD REVIEWS OF EVALUATION AND ASSESSMENT IN EDUCATION: DENMARK © OECD 2011 Students experience a wide range of assessment methods in their classrooms, but criticise the final examinations in Form 9Teachers and students report using an admirable mix of different assessment methods. As such, there is very strong potential for effective formative assessment practice, i.e. the use of frequent assessments to identify learning needs and adapt teaching. However, the reported lack of clarity of the Common Objectives makes it difficult for teachers and schools to tran...

This report for Norway forms part of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes (see Annex A for further details). The purpose of the Review is to explore how systems of evaluation and assessment can be used to improve the quality, equity and efficiency of school education. The Review looks at the various components of assessment and evaluation frameworks that countries use with the objective of improving student outcomes. These include student assessment, teacher appraisal, school evaluation and system evaluation.