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Knowledge Economy Forum. World Bank Conference 21 February 2002 Ian Whitman -- OECD www.oecd.org/els/emerging/education.

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Knowledge economy forum

Knowledge Economy Forum

World Bank Conference

21 February 2002

Ian Whitman -- OECD

www.oecd.org/els/emerging/education


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 (OECD)

  • 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
INVESTING IN COMPETENCIES FOR ALL (OECD)

  • 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 (OECD)

  • 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 (OECD)

  • 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



Impressive progress in reform
Impressive Progress in Reform (OECD)

  • 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


  • Broadening the University Mission (OECD)

    • Teaching

    • Research

    • Services to Regions, Municipalities, and Professionals.

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

  • Open/distance Learning



From forward thinking to strategy and action
From Forward-thinking to Strategy and Action (OECD)

  • 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 (OECD)

  • 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



From focus on top achievers to engaging all learners
From Focus on Top Achievers to Engaging (OECD)All Learners

  • Must Develop All Human Resources

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

    • Vocational schools

    • Gymnasia


  • Specific Actions to Reach All Learners: (OECD)

    • 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


  • Specific Actions (Continued) (OECD)

    • 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 (OECD)

  • 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




  • Decentralisation Is Important: New Role for Ministries of Education

    • 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


  • 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


  • Priority Functions Education:

    • 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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