Education policy implementation

Viennet, Romane; Pont, Beatriz

doi:10.1787/fc467a64-en

Cited by 38 publications

(17 citation statements)

References 43 publications

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“…ICT policy initiatives in education are dependent on access to the relevant infrastructure, hardware devices and applications. In current policy frameworks this type of investment brings with it a requirement to report against accountability measures (Lingard 2011;Viennet and Pont 2017). The measures chosen can influence the success of the implementation as they provide a focus that should reflect the intent of the policy implementation particularly if there are consequences for successful or unsuccessful meeting of any targets that have been set.…”

Section: Challenge B: Achieving Systemic Perspectivesmentioning

confidence: 99%

Creating Future Ready Information Technology Policy for National Education Systems

et al. 2018

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With the increasing relevance of information and communication technologies (ICT) and the global transition towards the knowledge society, school systems and higher education now face increasing challenges involved in preparing students for successful participation in the knowledge society. In many countries, this is leading to manifold efforts and changes in national policies concerning ICT integration into education systems. This paper outlines four challenges concerning the design, implementation, and evaluation of national policy: (1) creating future ready policy, (2) achieving systemic perspectives in stakeholders, (3) promoting commitment to learning from policy, and (4) developing and implementing supportive processes. The paper shares an international perspective on these four major challenges and proposes strategy perspectives and solutions, as well as tactics that could be applied to advance a nation's educational system empowered by technology.

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Section: Challenge B: Achieving Systemic Perspectivesmentioning

confidence: 99%

Creating Future Ready Information Technology Policy for National Education Systems

et al. 2018

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“…The global crisis linked to the COVID-19 pandemic has exceeded by far the public health sphere, and deeply affected the education world. No less than 188 countries around the world shut down all schools, affecting the lives of almost 1.6 billion children, youth and their families (UNESCO, 2020 [1]).…”

Section: Introductionmentioning

confidence: 99%

Education responses to COVID-19: an implementation strategy toolkit

2020

OECD Education Policy Perspectives

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This toolkit provides education system leaders with an implementation framework and questions to consider in the development of their education responses to the COVID-19 crisis. It builds on an analysis of education policy actions taken during the initial stages of the COVID-19 crisis. What dimensions need to be considered for implementing education responses to COVID-19? Lessons learned show that emergency strategies such as those triggered by COVID 19 need to take into consideration some constraints: fixed initial contextual factors, limited evidence available and no time for capacity development. Implementing an education response to the COVID-19 pandemic that supports equity, quality and wellbeing should rely on the capacity of schools and education professionals as well as technological resources available. The engagement of stakeholders to develop a broadly supported overarching solution may need to be limited to key actors initially and integrated in later stages, as there is an optimal trade-off between involvement and reactivity. But the policy can actually be based on schools having leeway to design their own approaches, following the shaping of a national or regional vision, generic health and educational guidelines, and the provision of support to those in need to manage inequities. An effective implementation strategy will bring together these dimensions and make them actionable in terms of timeframes, responsibilities, tools and available resources. 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, as well as any data 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.

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“… "understanding about the principles, regularities and conditions of teaching and learning  initial skills of instructional design  primary realisation about the manifestation and ways to meet special needs  understanding about the principles of assessment for learning" (University of Tartu, 2017 [102] ).…”

Section: Discussionmentioning

confidence: 99%

What difference do standards make to educating teachers?

Révai

2018

OECD Education Working Papers

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This 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(2018)10 WHAT DIFFERENCE DO STANDARDS MAKE TO EDUCATING TEACHERS? Unclassified OECD EDUCATION WORKING PAPERS SERIESOECD 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, 2 rue André-Pascal, 75775 Paris Cedex 16, France.This 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.You 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.Comment on the series is welcome, and should be sent to edu.contact@oecd.org .This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD. │ EDU/WKP(2018)10 WHAT DIFFERENCE DO STANDARDS MAKE TO EDUCATING TEACHERS? Unclassified ABSTRACTThis paper reviews evidence on the interplay between professional standards for teachers, the content of teacher education and educational sciences, and provides three case studies to illustrate these interactions from Estonia, Australia and Singapore. In particular, it investigates what aligning teacher education programmes to standards really mean; and what conception of educational sciences is reflected in the standards and the curriculum. Analyses suggest that alignment, as an explicit, direct and consistent correspondence, is difficult to achieve, in part due to different conceptualisations of professional knowledge. However, this paper argues that the main value of standards as policy tools lies in their capacity to create mutual dialogue between different artefacts (standards' requirements, curriculum, course descriptions, accreditation standards, etc.), as well as among stakeholders. Regularly renegotiating the standards as a result of such dialogue and reflections should be a crucial part of the policy process. RÉSUMÉCe document de travail fait un état de la littérature sur l'interaction entre les normes professionnelles pour les enseignants, le contenu de leur formation et les s...

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Education policy implementation

Abstract: 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.

Cited by 38 publications

References 43 publications

Creating Future Ready Information Technology Policy for National Education Systems

Creating Future Ready Information Technology Policy for National Education Systems

Education responses to COVID-19: an implementation strategy toolkit

What difference do standards make to educating teachers?

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