Details

Autor(en) / Beteiligte

• OECD
• Organisation for Economic Co-operation and Development,

Titel

Lessons for Education from COVID-19 A Policy Maker's Handbook for More Resilient Systems

Ort / Verlag

Paris : OECD Publishing,

Erscheinungsjahr

2020

Link zum Volltext

• OECD iLibrary

Beschreibungen/Notizen

• Intro -- Foreword -- Acknowledgements -- Abbreviations and acronyms -- Executive summary -- We need to act now -- We know what to do -- How can we do it? -- Introduction -- Making the case for change: We must drive education into a better normal, now -- Developing a roadmap: A framework for responsiveness and resilience -- About this Handbook -- References -- 1. Education actors should nurture resilient mind-sets that value people and processes over classrooms and devices -- Background: Why now? -- The crisis presents education actors with an important opportunity for change -- Evidence -- How well placed are education systems to shift practices towards a better normal? -- How are education systems physically organising the current academic year? -- Updates in November 2020 -- Some reflections on common challenges ahead -- How are education systems adapting pedagogical practices for the new normal? -- Some reflections on common challenges ahead -- Policy pointers -- 1. Commit to embracing the relational nature of learning now and in the future -- 2. Build capacity for people across the system to thrive among disruption and change -- 3. Create opportunities for learners to shape their own educational journey, through a shared vision -- Other relevant OECD work -- 2. Educators need new skills and new knowledge to capitalise on new education priorities and means of delivery -- Background: Why now? -- The crisis emphasises an ongoing need for resilient educators -- Evidence -- What does international evidence say about professional learning and resilience? -- What can we learn from successful professional learning policies already in place? -- Some reflections on common challenges ahead -- What can we learn from efforts to strengthen professional learning during the crisis? -- Some reflections on common challenges ahead -- Policy pointers.
• 1. Position educators to become the drivers of their own learning -- 2. Provide educators with tools that are responsive to their specific needs and contexts -- 3. Foster collaborative relationships among educators for triple impact -- Other relevant OECD work -- References -- 3. Addressing learning gaps now will minimise disruption in students' educational journeys -- Background: Why now? -- The crisis brings new urgency to the challenges of equity and learner resilience -- Evidence -- What does international evidence say about learner resilience and remediating gaps? -- What can we learn from successful policies to address learning gaps already in place? -- Some reflections on common challenges ahead -- What can we learn from efforts to address learning gaps during the crisis? -- Some reflections on common challenges ahead -- Policy pointers -- 1. Act now to reduce learning gaps and commit for the long term -- 2. Embrace holistic, flexible interventions that enhance the multiple worlds of the learner -- 3. Rethink and embed evaluation and assessment components to maximise impact -- Other relevant OECD work -- References -- 4. Annexes: Associated resources for policy makers -- Annex 1. Links to government sources on delivery methods in the second half of 2020 -- Annex 2. Links to governments' main system-level guidelines for the second half of 2020 -- Annex 3. Mapping of elements from governments' system-level guidelines according to the EPO's Framework for Responsiveness and Resilience in education (in process) -- Annex 4. Recent work from the OECD's Future of Education and Skills 2030 project in the context of the COVID-19 pandemic -- Annex 5. Recent work from the OECD's Implementing Education Policies project in the context of the COVID-19 pandemic.
• Annex 6. Professional learning policies from the pre-crisis period with evidence of positive impact -- Ontario (Canada): Expansion of New Teacher Induction Programme (2009) -- Denmark: National Corps of Learning Consultants (2014) -- Finland: Network of tutor-teachers for basic education (2016) -- France: Network of Digital Education Advisors (2014) -- Ireland: Centre for School Leadership (2015) -- Ireland: National Professional Development Framework for Higher Education (2016) -- New Zealand: Communities of Learning | Kāhui Ako (2014) -- Norway: Advisory Team Programme (2009) and Follow Up Scheme (2017) -- Portugal: Strengthening the School Association Professional Development Centres (2014) -- Sweden: Collaborative research-based learning projects for teachers (2012) -- Wales (United Kingdom): Pioneer Schools Network (2015) -- Annex 7. Selected current policy efforts to support professional learning -- Australia: New Regulatory Strategy for Vocational Education and Training 2020-2022 -- Chile: Online Learning for Teachers (Aprendo En Línea Docente) portal -- Chile: Distance Mentoring (Mentorías a Distancia) for School Management Teams -- Colombia: Adaptation of the Let's All Learn (Programa Todos a Aprender) Programme -- France: All Mobilised for Higher Education (SupSolidaire) platform -- Ireland: Induction programme, release days for school leaders and extra teaching staff -- Ireland: Reflecting and learning through stakeholder consultation in higher education -- Korea: National online teacher community and Knowledge Spring ( ) -- Turkey: Distance Education Centres (Uzaktan Eğitim Merkezi) established in public higher education institutions -- Annex 8. Recent work from the OECD's Teachers' Professional Learning Study -- Annex 9. Policies addressing learning gaps from the pre-crisis period with evidence of positive impact.
• Australia: The National Indigenous Reform Agreement (2007) -- Australia: The Higher Education Participation and Partnerships Programme (2010) -- Nova Scotia (Canada): The Schools Plus Programme (2008) -- Chile: Preferential School Subsidy (2008) -- Estonia: Pathfinder Centres (2015) -- Finland: Preparatory Curricula for immigrant students (2009, updated 2015) -- Finland: Student Welfare Act (2013) -- Germany: Education Alliances (2013) -- Ireland: Delivering Equality of Opportunity in Schools (2005, 2017) -- Norway: Certificate of Practice Scheme (2008, 2011) -- Portugal: National Programme to Promote Educational Success (2016) -- Slovenia: Project for the Successful Integration of Roma Students in Schools (2008-15) -- Annex 10. Selected current policy efforts to address learning gaps -- Chile: Tutors for Chile (Tutores para Chile) -- Chile: Comprehensive Assessment of Learning (Diagnóstico Integral de Aprendizajes) and curricular prioritisation -- France: National benchmarking assessments (tests de positionnement) and additional resources -- Japan: Reinforcing human resources in schools -- The Netherlands: Catch-up Programme (Inhaal en ondersteuningsprogramma's) for the academic year 2020/21 -- Portugal: School Action Plans for the Recovery and Consolidation of Learning (Plano de Atuação para a recuperação / consolidação das aprendizagens) -- England (United Kingdom): Catch-Up Premium -- England (United Kingdom) National Tutoring Programme -- Wales (United Kingdom): Recruitment of extra teachers and teaching assistants -- Annex 11. Recent work from the OECD's Strength through Diversity project in the context of the COVID-19 pandemic.
• The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move. When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo. Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal.
• Description based on publisher supplied metadata and other sources.