Post on 15-Apr-2017
Beatriz PontEducation Policy
Visiting Researcher, LIEPP, Science Po
October 14, 2015
20th Annual Boisi Lecture in Education & Public PolicyCenter for the Study of Testing, Evaluation
and Education Policy
An international perspective on educational change strategies
for equity and quality
2
From policy making to the classroom: a far reach
Purpose: Review OECD education reforms related to equity and quality to understand change strategies Sources: PISA; OECD edu policy outlookFindings: Focus on key policy areas. Volume and speed of reforms.Lack of clarity in change strategies. Gap between expectations and implementation. Conclusions: High expectations: matched with policy capacity to reach the classrooms? Need to focus on vision, implementation and evaluation of reforms.
An overview of change and reforms in education
Policies for equity and quality in education
Results and conclusions: A gap between policies, expectations and capacity to reach meaningful change?
An international perspective on education reforms for equity and quality
4
Common core;
Funding grants
Subsidies for disadvantaged
schools Reforms in school leadership
and teachers
Support to students
from specific populations
Setting national priorities for
education
New middle school reform
National commitment to
ECEC
School improvement
VETreforms
Teacher training reform
School evaluation
reform
Student funding
With more than 450 reforms in 33 countries in 7 years (2008-2014)
OECD countries are actively reforming education
VETreforms
Curriculumreforms
Structurereforms
Teacher and SL professionalisatio
n
Investing in the future
Mex
ico
Turk
eyGr
eece
Hung
ary
Slov
ak R
epub
licSw
eden
Uni
ted
Stat
esPo
rtug
alIta
lyLu
xem
bour
gSp
ain
New
Zea
land
Fran
ce
Nor
way
OEC
D av
erag
e 20
03Ic
elan
dCz
ech
Repu
blic
Aust
ralia
Belg
ium
Aust
riaGe
rman
yIre
land
Denm
ark
Net
herla
nds
Pola
ndCa
nada
Switz
erla
ndFi
nlan
dJa
pan
Kore
a
01020304050607080
Percentage of students below Level 2 in 2012Percentage of students below Level 2 in 2003
% of students be-low proficiency
Level 2
Why: around 1 in 5 15-year-olds do not reach a minimum level of skills (PISA 2012)
Source: OECD PISA 2012 Database.
Mex
ico
Turk
eyPo
rtug
alSp
ain
Italy
Icel
and
Chile
1Ne
w Z
eala
ndDe
nmar
kBe
lgiu
mNo
rway
OEC
D av
erag
eGr
eece
Neth
erla
nds
Fran
ceUn
ited
Kin.
..Ire
land
Luxe
mbo
urg
Esto
nia
Aust
ralia
Germ
any
Hung
ary
Aust
riaUn
ited
Stat
esSw
itzer
land
Finl
and
Israe
lSw
eden
Cana
daCz
ech
Repu
...Sl
ovak
Rep
u...
Slov
enia
Pola
ndKo
rea0
20
40
60
80
100 25-34 55-64 %
Why: the share of those who do not complete remains high (EAG 2014)
% of those who have not completed upper secondary education, 2012
Source: OECD (2014), Education at a Glance 2014: OECD Indicators, OECD Publishing, Paris, Table A1.2a.
Colo
mbi
aM
exic
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rael
Turk
eyU
nite
d K.
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stria
Uni
ted
St...
New
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unga
rySw
itzer
land
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ium
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and
Swed
enSl
ovak
Rep
...Fr
ance
OEC
D a
ve...
Latv
iaSp
ain
Esto
nia
Gre
ece
Port
ugal
Czec
h Re
p...
Finl
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erm
any
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and
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mar
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oven
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0
5
10
15
20
25
30
35
40
115 7 9 10
5 7 6 4
17
5 64
13
511
14
7
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10 11
25
8
26
16
8 812
4 4 5 510
6
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27
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9 719
13
5
8
8
5
56
9 7
8
8
7
6
6 8
8
6 60
84
2
Unemployed Inactive
Why: almost 1 in 5 is not employed or inactive (NEET) (EAG 2014)
% of 20-24 unemployed or inactive, 2014
Source: OECD (2015), Education at a Glance Interim Report : Update of Employment and Education Attainment Indicators, OECD Publishing, Paris, Table 3.3..
Hun
gary
New
Zea
land
Fran
ceIs
rael
Belg
ium
Ger
man
yLu
xem
bour
gCh
ileD
enm
ark
Aust
riaPo
rtug
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ech
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blic
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nPo
land
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D a
vera
geAu
stra
liaIr
elan
dSw
itzer
land
Gre
ece
Slov
enia
Uni
ted
Stat
esN
ethe
rland
sJa
pan
Swed
enIta
lyFi
nlan
dU
nite
d Ki
n...
Mex
ico
Cana
daN
orw
ayTu
rkey
Kore
aIc
elan
dEs
toni
a
0.0
0.5
1.0
1.5
2.0
2.5
3.0 Students in the bottom quarter of the ESCS index Immigrant students
Why: the impact of background on performance is strong (PISA 2012)
Source: OECD PISA 2012 Database.
Relative risk of scoring in bottom quarter in PISA mathematics 2012
-0.5-0.3-0.10.10.30.50.70.91.11.31.5350
400
450
500
550
600
650
R² = 0R² = 0-
Equity in resource allocation (index-point difference)
Mat
hem
atics
per
form
ance
(sco
re p
oint
s)
Less equity
Why: it is not how much but how resources are allocated that matters
Allocation of resources and PISA mathematics performance, PISA , 2012
Source: OECD PISA 2012.
Why: reducing school failure pays off
School failure is expensive Limits capacity of economiesto grow and innovateDamages social cohesion &mobility and is expensive: • Higher public health ex-
penditures• Higher welfare, increased
criminality
Source: OECD (2013), PIAAC.
Likelihood of positive outcomes among high iterate adults, PIAAC 2012
Why: Investing in equity in education is key to growth
PIKETTY (2014)
Increasing wealth inequalities (r>g) have negative consequences. Knowledge and skills diffusion are key to productivity growth and
reduction of inequality. For greater convergence in growth, need for progressive wealth
tax and invest in education and skills for the more disadvantaged.
CINGANO (2014)
Income inequality has negative impact on further growth Wider gaps in income prevent skills development among low SES and generate
more inequality and prevent growth Inequality affects growth: Undermining education opportunities for low SES
children. lowering social mobility and hampering skills development.
68101214161820222426
350
400
450
500
550
600
NetherlandsEstoniaFinland
Japan
Sweden
Australia CanadaIceland
Norway
Mexico
Korea
Italy
Israel
Germany
TurkeyGreece
Spain
United Kingdom
Czech Republic
Denmark
Slovenia
Ireland
AustriaSwitzerland
Poland
United States
Chile
Hungary
Slovak RepublicPortugal Luxembourg
France New Zealand
Belgium
Porcentaje de variación en el rendimiento explicado por el índice PISA de los derechos económicos, sociales y culturales status
Punt
uaci
ón m
edia
en
mat
emáti
cas
OE
CD
ave
r-ag
e
OECD average
Above average performance in mathematics literacyAbove average impact of SES on performance
Above average performance in math literacyBelow average impact of SES on performance
Below average performanceAbove average impact of SES on results
Below average performanceAbove average impact of SES on results
Source: OECD (2013), PISA 2012 Results: Excellence through Equity (Volume II): Giving Every Student the Chance to Succeed, Table II.1.2.
It can be done: high performing systems combine equity with quality (PISA 2012)
It can be done: selected evidence on policies that can contribute to improvement : students, institutions and systems
Equity and
Quality
Preparing students for the future
School Improve
ment
Evaluation and
Assessmt
Governance
Funding
13
Consistency
Equity = QualityPolicies to achieve more equitable education systems
Source: OECD 2012: Equity and Quality in Education.
Invest early and through upper
secondary
1. Eliminate system
level obstacles to
equity
More equitable
system level
policies
ECECAustralia/Canada/
Chile/Mexico/Nordic/
France/Spain
Equivalent upper
secondary pathways
Nordic/Alberta
Manage school choice to avoid
inequities Neths/Chile
Make funding responsive to
needs Chile/Netherlands/Australia/
Ontario
Avoid system level policies that hinder equity
Source: OECD PISA 2012.
Support disadvantaged students and schools
Support disadvant
aged schools
General strategies
IRL/FIN/AUST/N. ZEAL/GER
Supportive school
climates/dataH.
PERF./DK/FR
Quality professionalsAUSTR/NOR
Effective classroom strategiesParental and
community engagement
MX/NETH
17 Among the + 450 education reforms across OECD countries…
Key policies implemented across OECD countries by policy lever, 2008-14(based on countries’ self reports)
05
101520253035
%
Students: Raising Outcomes
Institutions: Enhancing quality
Systems: Governing effectively
Esto
nia
Icel
and
Kore
aTu
rkey
Nor
way
Cana
daM
exic
oU
nite
d Ki
ngdo
mFi
nlan
dIta
lySw
eden
Japa
nN
ethe
rland
sU
nite
d St
ates
Slov
enia
Gree
ceSw
itzer
land
Irela
ndAu
stra
liaO
ECD
aver
age
Pola
ndSp
ain
Czec
h Re
publ
icPo
rtug
alAu
stria
Denm
ark
Chile
Luxe
mbo
urg
Germ
any
Belg
ium
Isra
elFr
ance
New
Zea
land
Hung
ary
Slov
ak R
epub
lic
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
Increased likelihood of students in the bottom quarter of the ESCS index scoring in the bot -tom quarter of the mathematics performance distributionIncreased likelihood of immigrant students scoring in the bottom quarter of the mathematics performance distributionRatio
OECD average
UK England:Pupil premium
New Zealand: Policies to support
Māori/Pasifika populations
(2008-13)
France/Portugal:Education Priority Zones
Chile: Law on Preferential
Subsidies (2008)
Austria: New middle
school reform
Germany: National Action Plan
on Integration (2011)
Finland: National Core Curriculum for Instruction Preparing
Immigrants for Basic Education (2009)
ECEC:Poland, Korea, Australia, Italy,
Nordic Countries, Slovenia, United States….
Policies for equity: support disadvantaged students (9%)
Source: OECD PISA 2012.
Kor
ea
Finl
and
Mex
ico
Alb
erta
(Can
...
Flan
ders
(Bel
g...
Net
herla
nds
Aus
tralia
Eng
land
(UK
)
Isra
el
Uni
ted
Sta
tes
Chi
le
Ave
rage
Nor
way
Japa
n
Den
mar
k
Pol
and
Icel
and
Est
onia
Bra
zil
Italy
Cze
ch R
epub
lic
Por
tuga
l
Spa
in
Sw
eden
Fran
ce
Slo
vak
Rep
ublic
0
10
20
30
40
50
60
70
80
90
100
Perc
enta
ge o
f tea
cher
s
Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society, TALIS 2014
Netherlands:Teachers’ Programme
2013-20 (2013)
Australia: Institute for Teaching and School Leadership (2010)
Finland: OSAAVA programme
(2010-16)
New Zealand: Teacher standards and Registered
Teacher Criteria (2010-13)
United States: Teacher Quality Partnership
Programme (2012)
France; Italy; SwedenReform of teacher training
programmes Korea:
Evaluation system (2010) Mexico:
Teacher Professional Service (2013)
Policies targeting the teaching profession (14%)
Reforms to support school improvement: national strategies and curriculum
Source: OECD PISA 2012.
Mex
ico
Port
ugal
Cana
daIc
elan
dUn
ited
Stat
esCh
ileTu
rkey
Unite
d Ki
ngdo
mDe
nmar
kAu
stra
liaSw
itzer
land
New
Zea
land
Swed
enIs
rael
Irela
ndO
ECD
aver
age
Spai
nHu
ngar
yLu
xem
bour
gEs
toni
aFi
nlan
dBe
lgiu
mKo
rea
Gree
ceN
orw
ayAu
stria
Net
herla
nds
Italy
Czec
h Re
publ
icJa
pan
Fran
ceSl
ovak
Rep
ublic
Germ
any
Slov
enia
Pola
nd
-0.5-0.4-0.3-0.2-0.1
00.10.20.30.40.50.60.70.8
Mean index
Mexico: PEC (2010-13)
UK: Curriculum for Excellence (Scotland), and National
Literacy and Numeracy (Wales, 2013)
Sweden: New curriculum
(2011)
Finland: Curriculum reform
(2014)
Italy: Curriculum guidelines
(2012)
Japan: Course of Study
Australia: Students First 2014
New Zealand: Student Achievement Function (2010)
UK: Wales: School Improve-
ment 2012N. Ireland: ESGS 2009
Ireland: National Strategy to Improve Literacy and
Numeracy (2011)
Norway: Better Learn-ing Environment (2009-14)
Index of teacher-student relations index of classroom conducive to learning
Japan
Switz
erland
Netherlands
Luxembourg
Finland
Belgium
Estonia
Slova
k Republic
Czech
Republic
Iceland
Hungary
Chile
Sweden
Germany
New Zealand
Canada
Australia
-1.5
-1
-0.5
0
0.5
1
1.5
Reforms for school leadership (2.8%)
Source: OECD PISA 2012.
Portugal: School Leadership Reform 2008; mandatory training (2013)
Mexico: Teacher Professional Service (2013)
Australia: Professional Standards and professional Charter 2011
Chile: Reform and Profes-sional training plans
(2013)
Norway: Leadership training and develop-ment (2009)
Index of instructional leadership, PISA 2012
Italy: Initial Training (2013)
Ireland: Professional Development for School
Leaders & teachers (2011)
Finland: Advisory Board for
Prof. Personnel (2008)
2222 Among the + 450 education reforms across OECD countries…
Key policies implemented across OECD countries by policy lever, 2008-14(based on countries’ self reports)
05
101520253035
%
Students: Raising Outcomes
Institutions: Enhancing quality
Systems: Governing effectively
Disadv
antag
ed st
uden
ts
Invest
ing ea
rly on
Syste
m-leve
l polic
ies
Quality
of se
conda
ry
Quality
of te
rtiary
Transi
tion t
o work VET
Learn
ing en
viron
ments
Schoo
l lead
ership
Teach
ers
Schoo
l eva
luatio
n
Stude
nt ass
essmen
t
Syste
m evalu
ation
Educa
tion p
rioriti
es
Decisio
n mak
ing pr
ocess
Econo
mic reso
urces
Use of
resou
rces
0%
4%
8%
12%
16%
Are countries following coherent educational change strategies ?
1st way •state support and professional freedom
2nd Way •competition and ed prescriptions
3rd Way •balance prof community with accountability
4th Way\ •national vision; prof. collaboration; engagement
Fourth way: Hargreaves and Shirley
Distraction 1: Appease the parents
Distraction 2: Fix the infrastructure
Distraction 3: Fix the students
Distraction 4: Fix the schools
Distraction 5: Fix the teachers
Hattie: the politics of distraction
Policy borrowing from “high performers” Shanghai, Singapore or Ontario?
Israe
lTu
rkey
Mex
ico
Port
ugal
Italy
Pola
ndCh
ileGe
rman
yKo
rea
Gree
cePe
ruEs
toni
aSw
itzer
land
Japa
nUn
ited
Stat
esSp
ain
Aust
riaUn
ited
King
dom
OEC
D av
erag
e 20
03N
orw
ayLu
xem
bour
gIre
land
Hung
ary
Slov
ak R
epub
licCa
nada
Fran
ceBe
lgiu
mN
ethe
rland
sDe
nmar
kIc
elan
dAu
stra
liaN
ew Z
eala
ndCz
ech
Repu
blic
Finl
and
Swed
en
-4
-2
0
2
4
6
8
10
Annu
alis
ed ch
ange
in m
athe
mati
cs p
erfo
rman
ce
Multiple change strategies across OECD countries
24
Chile: Subsidies for disadvantaged
schools
Australia, N. ZealandSupport to students
from specific populations +
Japan: national priorities foreducation
Spain: LOCME
Canada:National
agreement andcommitment to
ECEC
Portugal:School
networks;
France/Nordics: Teacher training
reform
Annualised change in mathematics 15 year olds, PISA 2003-2012Mathematics score-point difference associated with one calendar year
Italy: School Evaluation; curriculum
UK: School improv; tudent funding
Finland/Nordic: Curriculum
reform; ;teachers
Mexico: Constitutional
Reform
Germany: common standards;
investing in the future
US: Common core
Countries reforms, 2008-2014
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Funding GovernanceEvaluation and Assessment to Improve Student Outcomes School ImprovementPreparing Students for the Future Equity and Quality
Countries reforms, 2008-2014
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Funding GovernanceEvaluation and Assessment to Improve Student Outcomes School ImprovementPreparing Students for the Future Equity and Quality
Australian reforms 2008-2014 (07,10, 13)
2008Smarter Schools National Partnership for Low Socio-economic Status School CommunitiesClosing the Gap: Indigenous Early Childhood DevelopmentNational Assessment Program – Literacy and NumeracyNational Partnership Agreements (Smart Schools)Melbourne Declaration on Educational Goals for Young Aus-tralians2009National Partnership on Youth Attainment and TransitionsVET targetsNational targets for higher educationAustralian Early Development IndexNational Education AgreementInvesting in Early Years – National Early Childhood Develop-ment StrategyNational Agreement for Skills and Workforce DevelopmentNational Partnership on Improving Teacher quality2010National Professional Standards for TeachersAboriginal and Torres Strait Islander Education Action PlanHigher Education Participation and Partnerships ProgrammeMy School website, My Skills and My University websiteReview of Funding for Schooling Australian Institute for Teaching and School Leadership
2011Australian Professional Standards for PrincipalsAustralian Qualifications FrameworkSkills Quality AuthorityTertiary Education Quality and Standards Agency2012The National Quality Framework for Early Childhood Education and Care (NQF)National Foundation Skills Strategy for AdultsAdvancing Quality in Higher EducationThe Australian Workforce and Productivity Agency My University websiteNational Partnership Agreement on Skills Reform2013National Partnership Agreement on Universal Access to Early Child-hood Education (replaced National Partnership on Early Childhood Ed-ucation - 2008)Accreditation of Initial Teacher Education ProgrammesAustralian Charter for the Professional Learning of Teachers and School Leaders Australian Teacher Performance and Development FrameworkNew Colombo PlanEducation Act2014Teacher Education Ministerial Advisory GroupUpholding-Quality Indicators for Learning and Teaching measuresStudents First
Irish reforms 2008-2014 (07,11)Delivering Equality of Opportunity in Schools: Action Plan for Educational Inclusion (DEIS) 2005Traveller Education Strategy 2006Survey on Lifeskills in Primary (2009) and Post-Primary Schools (2012) 2009Project Maths 2010Intercultural Education Strategy 2010Springboard programme 2011Professional development for teachers and school leaders 2011Initial Teacher Education Criteria and Guidelines for Programme Providers 2011Higher education reforms 2011National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-20 2011
Increase in reading instruction 2011National Strategy for Higher Education to 2030 2011ICT Action Plan 2012Standardised assessment in literacy and numeracy 2012School Self Evaluation: Guidelines for Primary Schools 2012School Self-Evaluation: Guidelines for Post-Primary Schools 2012Investing in education infrastructure 2012Third Level Bursary Scheme – scholarship scheme 2012Action Plan for Jobs 2012Procedures for Induction and Procedures and Criteria for Probation 2013Education and Training Boards Act 2013SOLAS – New National Education and Training Authority 2013Framework for Junior Cycle 2014
29
School autonomy in wages
Swedish Schools
Inspectorate
National Agency for Education
Free/independent schools
Shift responsibility to
290 municipalities
Curriculum reform
School choice
High municipality/school autonomy not matched with capacity, accountability or support
Sweden: 1990s reforms
30
New grading scale
Upper secondary
reform
National testsSupport for minority language learning
Training schools Teacher education reform
A range of reforms and policies aimed at reversing the decline in performance
Curriculum reform
But no consistency and coherence in reform efforts
Sweden: 2009-11 reforms (06, 10,14)
Spotlight:
VET
Improving equity and boosting participation:
- ECEC policy (2013)- Policies supporting individuals from
immigrant backgrounds (2011,12)
Supporting school improvement:- Comprehensive teacher policy (2013)- Investing in all-day schools (2003-09)
Steering the education system to improve evaluation and assessment:
- A comprehensive strategy for educational monitoring (2006)
Germany reforms (09, 13)
32
Spotlight:
Test-free
semesters
Raising student achievement:
- ECEC curriculum (2012)
- After-school care policies for disadvantaged families (2014)
- Qualification equivalency policies (2009,2013)
Enhancing school quality:
- National Teacher Professional Development and Evaluation System
(2010)
- Broadening the evaluation and assessment framework (2010)
Korea reforms (07, 12)
33
33
Educational change strategies?
Equity: a priority• OECD countries appear to either opt for
equity or school improvement strategies• Also invest in preparing students for the
future
School improvement
• Teacher policy (prof. development) is a clear priority, especially anglo saxon and nordic countries + CHI, GER, GRE, MX (corr with PISA 2003-2012)
• Curr reform for XXI cent. Correl curr eform/school leadership & assessment
• Not investing enough in school leadership for improvement (2.8%)
National strategies/vision
• Drowned by multiple reforms and programmes.
• Vision not clearly stated in many countries – some in curriculum or through assessment. Some countries clear longer term unstated strategies.
Evaluation • Only 10% report evaluation of policy and impact
34
Strive to improverecognition of importance
Invest in core areas: Equity/teachers/school
improvement
more political more visible
More numerous/oftenPolicy borrowing
Implementation challenges
Stakeholder engagement
Change strategies vs reality of policy reforms
35
High expectations: Policy makers have clear, ambitious, multiple objectives.
Matched with policy capacity to reach the classrooms?
• Change strategies require more vision, stability, clarity and investment in student learning, doing away with distractors.
• Focus on implementation and evaluation to ensure that they reach the classroom.
Is education policy an “art” or a “science”?
From policy making to the classroom: a far reach?
Israe
lTu
rkey
Mex
ico
Port
ugal
Italy
Pola
ndCh
ileGe
rman
yKo
rea
Gree
cePe
ruEs
toni
aSw
itzer
land
Japa
nUn
ited
Stat
esSp
ain
Aust
riaUn
ited
King
dom
OEC
D av
erag
e 20
03N
orw
ayLu
xem
bour
gIre
land
Hung
ary
Slov
ak R
epub
licCa
nada
Fran
ceBe
lgiu
mN
ethe
rland
sDe
nmar
kIc
elan
dAu
stra
liaN
ew Z
eala
ndCz
ech
Repu
blic
Finl
and
Swed
en
-4
-2
0
2
4
6
8
10
Annu
alis
ed ch
ange
in m
athe
mati
cs p
erfo
rman
ce
36
Chile: Subsidies for disadvantaged
schools
Australia, N. ZealandSupport to students
from specific populations +
Japan: national priorities foreducation
Spain: LOCME
Canada:National
agreement andcommitment to
ECEC
Portugal:School
networks;
France/Nordics: Teacher training
reform
Annualised change in mathematics 15 year olds, PISA 2003-2012Mathematics score-point difference associated with one calendar year
Italy: School Evaluation; curriculum
UK: School improv; tudent funding
Finland/Nordic: Curriculum
reform; ;teachers
Mexico: Constitutional
Reform
Germany: common standards;
investing in the future
US: Common core
From policy making to the classroom: between art and science
Sources for further information
www.oecd.org/edu/policyoutlook.htmwww.oecd.org/edu/equity
For further information Beatriz Pont, beatrizpont02@gmail.com@beatrizpont
www.oecd.org/edu/policyoutlook.htm