Children need a balanced set of cognitive, social and emotional capabilities to adapt to today's demanding, changing and unpredictable world. OECD countries and partner economies recognise the importance on the holistic development of individuals. However, there are big gaps between stakeholders' knowledge, expectations and practices on how to foster such skills. This paper presents evidence on the importance of social and emotional skills; on how policy makers and schools are currently enhancing and monitoring such skills; and, on the existing gaps between knowledge, expectations and practices to mobilise these skills. The paper concludes by pointing ways in which education stakeholders can do more to better develop and mobilise the skills that drive individual's well‐being and social progress. The paper draws on findings and frameworks that are being published in a full OECD report entitled ‘Skills for Social Progress: the Power of Social and Emotional Skills’ in the first half of 2015.
Over the past 30 years teachers have been held increasingly accountable for the quality of education in their classroom. During this transition, the line between teacher appraisals, traditionally an instrument for continuous formative teacher feedback, and summative teacher evaluations has blurred. Student test scores, as an 'objective' measure, are increasingly used in teacher appraisals in response to historic questions that evaluations are based on 'subjective' components. Their central position in appraisals is part of a larger Global Testing Culture, where standardized tests are linked with high stakes outcomes. Although most teacher appraisal systems are based on multiple components, the prominence of testing as the taken for granted measure of quality suggests that not all components are given equal weight or seen as equally important. This article further explores the role of testing in high stakes teacher appraisal systems across 33 countries using data from the 2013 TALIS; addressing both the prominence of student test scores and their relative importance in teacher's perceived feedback utility. Results indicate that, El énfasis de los resultados de los exámenes estudiantiles en los sistemas de evaluación del profesorado Resumen: A lo largo de los últimos 30 años, los profesores siempre han sido responsabilizados por la calidad de la educación en su aula. Durante esta transición, la línea entre evaluaciones de profesores, tradicionalmente un instrumento para retroalimentación continua de profesores formativos y evaluaciones de profesores sumativos, se tornó borrosa. Los resultados de los exámenes estudiantiles, como una medida "objetiva", son cada vez más utilizados en las evaluaciones de profesores en respuesta a cuestiones históricas de que las evaluaciones se basan en componentes "subjetivos". Su posición central en las evaluaciones forma parte de una cultura de prueba global mayor, donde las pruebas estandarizadas están vinculadas a resultados de altas participaciones. Aunque la mayoría de los sistemas de evaluación de profesores se basan en componentes múltiples, la prominencia de pruebas como la medida de calidad garantizada sugiere que no todos los componentes reciben igual peso o se consideran igualmente importantes. Este artículo analiza aún más el papel de las pruebas en sistemas de evaluación de profesores de alto riesgo en 33 países usando datos del 2013 TALIS; Abordando la prominencia de los resultados de los exámenes de los alumnos y su importancia relativa en la utilidad de retroalimentación percibida por el profesor. Los resultados indican que, aunque raramente se aplican aisladamente, los resultados de los exámenes de alumnos son el componente más común utilizado en las evaluaciones de los profesores. En relación a otros componentes, la realización de los alumnos se enfatiza con más frecuencia y, cuando se enfatiza en la retroalimentación, los profesores son más propensos a sentir que su evaluación tuvo un impacto limitado en sus instrucciones y se completó sólo como un ejerc...
This article provides an overview of the 2020 Global Education Monitoring Report, which looks at social, economic, and cultural mechanisms that discriminate against disadvantaged children, youth, and adults, keeping them out of education or marginalized in it. Countries are expanding their vision of inclusion in education to put diversity at the core of their systems. Yet, implementation of well-meaning policies often falters. Released at the start of the Decade of Action to 2030, and during the Covid-19 crisis, which has exacerbated underlying inequalities, the report argues that resistance to addressing every learner's needs is a real threat to achieving global education targets. Inclusion and Education: All Means All identifies practices in governance and finance; curricula, textbooks, and assessments; teacher education; school infrastructure; and relations with students, parents, and communities that can unlock the process to inclusion. It provides policy recommendations to make learner diversity a strength to be celebrated, a force for social cohesion.
JT03387693 Complete document available on OLIS in its original format 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. EDU/WKP(2015)13 Unclassified English-Or. English Cancels & replaces the same document of 23 November 2015 EDU/WKP(2015)13 2 OECD EDUCATION WORKING PAPERS SERIES OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s). Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,
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