Strength through diversity’s Spotlight Report for Sweden

doi:10.1787/059ce467-en

Cited by 10 publications

(9 citation statements)

References 51 publications

(77 reference statements)

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“…Language can be an important barrier to the inclusion in education of some diverse student groups, mainly for those from an immigrant background and some Indigenous communities. Language is an essential component of educational policy to guarantee not only improved educational outcomes, but also the wellbeing, sense of belonging and self-worth of these student groups (OECD, 2017 [4]; Cerna, 2019 [5]). During school closures, some countries have included a language component in their policy response in order to foster the inclusion of these vulnerable groups.…”

Section: Distributing Information and Providing Online Resources In D...mentioning

confidence: 99%

The impact of COVID-19 on student equity and inclusion: Supporting vulnerable students during school closures and school re-openings

2020

OECD Policy Responses to Coronavirus (COVID-19)

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A holistic approach to education -that addresses students' learning, social and emotional needs -is crucial, especially in times of crisis. School closures related to the current COVID-19 pandemic mean that students from diverse backgrounds who are more at risk of increased vulnerability are less likely to receive the support and extra services they need, and the gap between students that experience additional barriers and that do not might widen. Closures can also have considerable effects on students' sense of belonging to schools and their feelings of self-worth -these are key for inclusion in education. This Policy Brief describes OECD Member Countries' initiatives to address the different needs of vulnerable students during the COVID-19 pandemic. Beyond school closures, it also examines the issue of school re-openings by presenting countries' current measures and providing policy pointers aimed to ensure that the pandemic does not further hinder the inclusion of vulnerable students in education systems.1 https://en.unesco.org/covid19/educationresponse.2 In this Brief, the notion of "vulnerable" is used to qualify students in a situation of vulnerability and with diverse needs, with an emphasis on the dimensions encompassed by the OECD Strength through Diversity project framework which focuses on the inclusion of students from an immigrant background; students from ethnic groups, national minorities and Indigenous people; students with special education needs (SEN); gender; gender identity and sexual orientation; and gifted students. Because of a lack of available information, the last group is not mentioned in this Brief. The understanding of the terms "vulnerable students" and the groups they encompass vary across contexts. Moreover, some countries prefer the use of "disadvantaged students", ''at-risk students'' or, less commonly, "marginalised students". Other countries prefer the wording 'diverse student groups at risk of increased vulnerability" to emphasise and address the systemic barriers that increase the risk of vulnerability for students.3 https://oecdedutoday.com/immigrant-refugee-students-coronavirus/ 4 https://oecdedutoday.com/including-marginalised-roma-students-during-coronavirus/ 5

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Section: Distributing Information and Providing Online Resources In D...mentioning

confidence: 99%

The impact of COVID-19 on student equity and inclusion: Supporting vulnerable students during school closures and school re-openings

2020

OECD Policy Responses to Coronavirus (COVID-19)

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“…There is a large body of empirical literature that analyses the extent to which local authorities allocate targeted grants according to the intentions or recommendations of the funding authority. While early findings in the area reported that additional grants were to a large extent spent as intended, recent empirical studies identify mixed effects on local authorities' spending (Brunner, Hyman and Ju, 2020 [48]; Cascio, Gordon and Reber, 2013 [49]; Hyman, 2017 [50]). These studies suggest that this effect may be sensitive to the design and target of the grant, as well as to economic circumstances and institutional settings.…”

Section: Box 2 Norway's Experience With the Limitations Of Additional...mentioning

confidence: 99%

Finland’s Right to Learn Programme

2022

OECD Education Policy Perspectives

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Finland has been widely regarded as one of the most successful education systems in the world. However, recent trends suggest that Finland's considerable achievements may be at risk. The country's performance in international student assessments has been declining over the past decade, as gaps among student groups and levels of school segregation have grown. In light of these developments, Finland is advancing a number of policies, notably under the umbrella of the Right to Learn (RtL) Programme, to improve quality and equity in early childhood education and care (ECEC), pre-primary and basic education. This analysis explores the Ministry of Education and Culture's (OKM) planned reforms in regard to the country's main education challenges and priorities. At the request of the Ministry, the analysis focusses on three main policy issues: (i) financing equity and quality in education, (ii) expanding participation and strengthen quality in ECEC, and (iii) equalising education opportunities through strengthening the local school policy. A final section looks at some of the cross-cutting issues that emerge from the OECD's analysis. This analysis offers policy considerations aimed at strengthening the design and implementation of the RtL Programme. 6  No. 61 -Finland's Right to Learn Programme: Achieving equity and quality in education OECD EDUCATION POLICY PERSPECTIVES © OECD 2022 goal of the Right to Learn Programme was to compensate previous budget cuts occurred between 2011 and 2015 in the education field.

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“…The first phase of the project developed a comprehensive set of reports (OECD, 2018 [7]; OECD, 2018 [30]; OECD, 2019 [31]) and working papers (Cerna et al, 2019[32]; Guthrie et al, 2019[33]; Borgonovi and Pokropek, 2017 [34]; 2018 [35]; Cerna, 2019 [36]; Forghani-Arani, Cerna and Bannon, 2019 [37]; Bilgili, 2017 [38]; 2019 [39]) examining migration-induced diversity and the effects it has on education systems. Following the framework developed in the first phase of the project, the second phase considers broad migration experiences individuals may have, whether direct (foreign-born individuals who migrated) or not (individuals who have at least a parent or guardian who migrated).…”

Section: Migration-induced Diversitymentioning

confidence: 99%

Promoting inclusive education for diverse societies

2021

OECD Education Working Papers

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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,

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Strength through diversity’s Spotlight Report for Sweden

Cited by 10 publications

References 51 publications

The impact of COVID-19 on student equity and inclusion: Supporting vulnerable students during school closures and school re-openings

The impact of COVID-19 on student equity and inclusion: Supporting vulnerable students during school closures and school re-openings

Finland’s Right to Learn Programme

Promoting inclusive education for diverse societies

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