Curriculum reform

Gouédard, Pierre; Pont, Beatriz; Hyttinen, Susan; Huang, Pinhsuan

doi:10.1787/efe8a48c-en

Cited by 9 publications

(2 citation statements)

References 60 publications

(104 reference statements)

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“…What jurisdictions around the world have found challenging is how to translate these aspirations into their upper-secondary school assessment policies (Gouëdard et al, 2020[18]; Geisinger, 2016 [19]; OECD, 2013 [4]). At present there are few examples of how national examinations can assess broader global skills such as creativity, collaboration, and communication (OECD, 2020 [20]; Hopfenbeck and Stobart, 2015[21]).…”

Section: Aligning With a Broader Curriculummentioning

confidence: 99%

Upper-secondary education student assessment in Scotland

Stobart

2021

OECD Education Working Papers

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JT03480286 OFDEThis 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.  EDU/WKP(2021)10Unclassified 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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Section: Aligning With a Broader Curriculummentioning

confidence: 99%

Upper-secondary education student assessment in Scotland

Stobart

2021

OECD Education Working Papers

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“…The programme builds on its predecessor (Programa Mais Educação, 2007), in which participating schools received federal funding to provide extracurricular activities from a prescribed list. After policy evaluations indicated no impact on learning or completion rates (2015 [57]), MEC introduced the PNME to provide additional learning in core subjects too. The programme targets low-performing schools in vulnerable communities.…”

Section: Policy Efforts In Brazil To Move Forwardmentioning

confidence: 99%

Education Policy Outlook in Brazil

2021

OECD Education Policy Perspectives

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This policy profile on education in Brazil is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries. Building on the OECD's substantial comparative and sectoral policy knowledge base, the series offers a comparative outlook on education policy. This country policy profile is an update of the first policy profile of Brazil (2015[1]) and provides: analysis of the educational context, strengths, challenges and policies; analysis of international trends; and insight into policies and reforms on selected topics in Brazil and other education systems. It is an opportunity to take stock of progress and where the education system stands today from the perspective of the OECD through synthetic, evidencebased and comparable analysis. This country policy profile has been prepared in two versions. Both offer an analysis of current strengths, challenges and policy priorities for Brazil, each with a respective focus on:

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