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Knowledge Economy Forum. World Bank Conference 21 February 2002 Ian Whitman -- OECD

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Knowledge economy forum

Knowledge Economy Forum

World Bank Conference

21 February 2002

Ian Whitman -- OECD

Knowledge economy forum 1353879

The Organisation for Economic Co-operation and Development (OECD)Centre for Co-operation with Non Members (CCNM)Directorate for Education, Employment, Labour and Social Affairs (DEELSA)

  • Work with Non Members since 1991

    • Reviews and seminars Central and Eastern Europe, Russian Federation and Newly Independent States, Stability Pact for the Balkans, Chile and Israel, China

    • World Education Indicators (WEI) & Programme for International Student Assessment (PISA)

  • Not a financial institution, but recommendations often used by Non Member’s bilateral and multilateral partners

  • Close co-operation with the ETF and World Bank and other organisations

Comparative perspective

Comparative Perspective

  • Identify and Respect Unique:

    • Geography, Demography and Economy

    • History and Culture

  • Identify Good Practice in Policy and Process

  • Avoid Uniform Application to Diverse Problems

Investing in competencies for all


  • Essential for a Knowledge Based Society

  • Lifelong Learning Perspective

    • Early Childhood

    • Schooling

    • Transition from School to Work

    • Adults

Themes from oecd policy reviews

Themes From OECD Policy Reviews

  • Conceptual Foundation for Reform

  • Contrast Between Concepts and Realities

  • Need for Alignment of Policies To Support Systemic Reform

  • Urban/rural Disparities

Themes continued

Themes continued

  • Human Resources in the Education Sector

  • Special Needs Population

  • Impact of Governmental Reform on Education Policy

  • The Role of the Nation in a Global Economy

  • National Policy Leadership for Education Reform

Overall theme from forward thinking to action

Overall Theme: From Forward Thinking to Action

Impressive progress in reform

Impressive Progress in Reform

  • Basic Legal Structure for All Levels

  • National Curriculum

  • New Assessment and Testing Policies

    • School Leaving/University Entrance

  • Initiatives to Improve Quality and Accountability

  • Access to Technology (ICT)

  • Vocational Education Reforms

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  • Broadening the University Mission

    • Teaching

    • Research

    • Services to Regions, Municipalities, and Professionals.

  • More Diverse Higher Education System – Non-university “College” Sector

  • Open/distance Learning

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  • Significant Pilot and Demonstration Projects

    • Open Society Foundation (Soros)

    • EC-PHARE

    • Bilateral Agreements with OECD Countries

From forward thinking to strategy and action

From Forward-thinking to Strategy and Action

  • Gain Broader Public Debate

  • Engage Employers and Other Social Partners

  • Remove Ambiguities and Barriers in Governance and Finance

  • Increase Incentives to Make the Difficult Decisions to Improve Quality While Reducing Costs

Actions continued

Actions Continued

  • Establish/Enhance Policy Mechanisms to Guide and Sustain Systemic Change

    • At the Level of the Ministry

    • Across Ministries Addressing Similar Issues (early childhood and vocational)

    • Within the Major Sectors

    • At the Regional and Local Levels

Overall recommendations

Overall Recommendations

From focus on top achievers to engaging all learners

From Focus on Top Achievers to Engaging All Learners

  • Must Develop All Human Resources

  • Danger: Narrowing Disparities in the Quality of Education for Different Segments of the Population

    • Vocational schools

    • Gymnasia

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  • Specific Actions to Reach All Learners:

    • Aligning Testing/assessment Instruments With “Learner-centred” Philosophy of the National Curriculum

      • Programme for Student Assessment (PISA)

    • Diversifying Secondary Education

    • Addressing the Problem of Small Rural Schools

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  • Specific Actions (Continued)

    • Strengthening the Vocational Education System.

    • Ensuring ICT Access throughout the Education System

    • Developing Adult Education and Retraining System

    • Elaborating Policies on Student Financing

    • Continuing Progress Regarding Ethnic Minorities

Achieve more with the same resources used differently

Achieve More With the Same Resources Used Differently

  • Problem: How to Make More Efficient Use of Existing Resources

  • Examples of Efforts to Address Problem:

    • Consolidating or Merging Small Institutions

    • Creating Larger School Complexes

    • Achieving Economies of Scale to Improve Quality

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  • Avoiding Further Dispersion of Limited Available Human Resources

  • Decentralising School Management

    • Increasing Incentives for Efficient Resource Utilisation,

    • Training of School Directors to Make Reforms Effective

Balance decentralisation and institutional autonomy with a new role for ministries of education

Balance Decentralisation and Institutional Autonomy with a New Role for Ministries of Education

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  • Decentralisation Is Important:

    • Consistent With Progressive Policy Developments

    • University Autonomy Enabled Institutions to

      • Improve Quality

      • Diversify Revenue

      • Improve Internal Management,

      • Respond More Effectively to Regional and National Priorities

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  • But Need to Balance Autonomy With a New Role for Ministry of Education:

    • Overall Policy Leadership and Co-ordination

    • Leading Change

    • Ensuring Accountability

  • Change

    • From:

      • Operating and Controlling Schools and Institutions

    • To:

      • Setting Goals

      • Supervising, Supporting, and Monitoring of System and Institutional Performance

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  • Priority Functions

    • Developing and Sustaining Public Consensus on Fundamental Goals for Education

    • Promoting Co-ordination Across the Government of Functions That Relate to Education

    • Promoting Public Accountability

    • Continuing to Develop Strategic Alliances With NGOs, Employers and International Organisationsto Support and Sustain Reform

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