Details

Autor(en) / Beteiligte

• OECD
• Organization for Economic Cooperation & Development,

Titel

COVID-19 et Bien-être (version Abrégée)

Auflage

1st ed

Ort / Verlag

Paris : Organization for Economic Cooperation & Development,

Erscheinungsjahr

2022

Link zum Volltext

• OECD iLibrary

Beschreibungen/Notizen

• Intro -- Foreword -- Abbreviations and acronyms -- Executive summary -- Key findings -- Priority areas and recommendations for next steps -- Priority 1: Strengthening the governance and financing of inclusive education (Chapter 2) -- Priority 2: Developing capacity for diversity, equity and inclusion in education (Chapter 3) -- Priority 3: Promoting school-level responses to student diversity (Chapter 4) -- Assessment and recommendations -- Educational context Educational outcomes in the Portuguese education system have improved but there remain challenges in terms of grade repetition and disparities between regions -- Nearly all students are enrolled in mainstream schools, which are increasingly diverse, but students' backgrounds have a significant impact on outcomes -- Strengths and challenges -- Portugal has a comprehensive inclusive education framework -- however, the education system remains mainly oriented towards the inclusion of students with special education needs (SEN) Education authorities conduct consultations on inclusive education with key stakeholders, but both horizontal and vertical collaboration could be strengthened -- There has been an increase in the autonomy of schools and local authorities but there is a lack of clarity and coherence regarding the responsibilities for and administration of inclusion in education -- There is a significant number of programmes, structures and human resources available to support equity and inclusion in education, but challenges remain regarding their management Teachers in Portugal are highly qualified and value inclusive education -- however, initial teacher education (ITE) does not prepare them sufficiently to deal with diversity, equity and inclusion -- There are various structures and offers for continuous professional learning, but these might put considerable burden on teachers and lack practical training -- The centralised teacher recruitment and allocation system as well as teacher evaluation strategies lead to insecurity that might have a negative impact on equity and inclusion in education The widespread awareness and acceptance of national educational equity and inclusion policies provide a sound basis for developments in schools -- however, there is varying implementation of the inclusive education policy framework at the school and lo. -- While most students are in mainstream schools with access to significant resources for the inclusion of students with SEN, current resource use tends to promote strategies that may lead to separate arrangements for students.
• Le rapport COVID-19 et bien-être - La vie en temps de pandémie étudie les conséquences immédiates de la pandémie sur la vie et les moyens de subsistance des populations des pays de l'OCDE. Il suit l'évolution du bien-être - depuis les emplois et les revenus jusqu'aux liens sociaux, en passant par la santé, l'équilibre entre travail et vie privée, la sécurité et plus encore - à l'aide de données recueillies au cours des 12 à 15 premiers mois de la crise sanitaire.
• Description based on publisher supplied metadata and other sources.