starting strong v
TRANSCRIPT
STARTING STRONG VWebinar
Andreas Schleicher
Changing demographic landscapes and family structures
0
1
2
3
4
5
6
7
8
Isra
elSa
ud
i Ara
bia
¹In
do
nes
ia¹
Per
u¹
Ind
ia¹
Sou
th A
fric
a¹A
rgen
tin
a¹M
exic
oT
urk
eyF
ran
ceIr
elan
dIc
elan
dC
olo
mb
ia¹
New
Zea
lan
dSw
eden
Un
ited
Sta
tes
Co
sta
Ric
a¹U
nit
ed K
ingd
om
Bra
zil¹
Au
stra
lia
Ch
ile¹
No
rway
Bel
giu
mN
eth
erla
nd
sF
inla
nd
Russian…
Den
mar
kO
EC
D a
ver
age
Ch
ina¹
Can
ada²
Lit
hu
ania
Lu
xem
bo
urg
Slo
ven
iaE
sto
nia
Swit
zerl
and
Lat
via
EU
(2
8)
Cze
ch R
epu
bli
cA
ust
ria
Jap
anG
erm
any
Ital
ySl
ov
ak R
epu
bli
cH
un
gary
Gre
ece
Spai
nP
ola
nd
Po
rtu
gal
Ko
rea
Children per woman 2014 1970
Fertility rates have declined in most OECD countries
to levels that are well below those needed to secure
generation replacement (2014)
1.Year of reference 2013 instead of 2014. 2.Year of reference 2012 instead of 2014.
0
10
20
30
40
50
60
70
80
Tur
key
Aus
tral
ia
New
Zea
land
Uni
ted
Kin
gdom
Hun
gary
Pol
and
Ger
man
y
Lith
uani
a
Cze
ch R
epub
lic
Fra
nce
Bel
gium
OE
CD
ave
rage
Net
herla
nds
Gre
ece
Fin
land
Est
onia
Por
tuga
l
Italy
Uni
ted
Sta
tes
Latv
ia
Luxe
mbo
urg
Slo
vak
Rep
ublic
Spa
in
Slo
veni
a
Aus
tria
Japa
n
Den
mar
k
Sw
eden
%
Proportion of children living in jobless families
Proportion of children with a jobless parent in sole-parent families
Proportion of children with jobless parents in couple families
Children living in households with a sole parent are more
likely to be living in a jobless household than children in
families with two parents living together (2011)
0
10
20
30
40
50
60
70
80
20 to 24 25 to 29 30 to 34 35 to 39 40 to 44 45 to 49 50 to 54 55 to 59
Age groups
1960 1980 2014
Women in employment (%)
More women are in paid work during
childbearing years than in the past (2014)
Improving early education can help more children get ahead and boost social mobility
The short and long term benefits of ECEC are multidimensional
The brain sensitivity of highly important developmental
areas, such as emotional control, social skills, language
and numeracy, peak in the first three years of a child’s life
Sources: Adapted from Council for Early Childhood Development, (2010), in Naudeau S. et al. (2011).
Rates of return to one Euro invested in educational
interventions for disadvantaged and well-off children
at different stages of the life cycle (2006)
Source: Adapted from Cunha et al. (2006) in Wossmann (2008), Efficiency and equity of European education and training
policies.
Attendance at pre-primary school
by schools’ socio-economic profile
0
1
2
3
4
5
Sw
ed
en
Est
on
iaR
uss
iaL
atv
iaB
ulg
ari
aIc
ela
nd
No
rwa
yH
un
ga
ryD
en
ma
rkF
inla
nd
Sin
ga
po
reIs
rael
Bel
giu
mH
on
g K
on
g (
Ch
ina
)S
pa
inS
lov
ak
Rep
ub
lic
Uru
gu
ay
Fra
nce
Ma
cao
(C
hin
a)
Bra
zil
B-S
-J-G
(C
hin
a)
Ja
pa
nG
erm
an
yC
zech
Rep
ub
lic
Lit
hu
an
iaS
lov
enia
Th
ail
an
dA
ust
ria
Cro
ati
aIt
aly
Ch
ines
e T
aip
eiO
EC
D a
ver
ag
eP
ola
nd
Per
uK
ore
aM
ex
ico
Lu
xe
mb
ou
rgG
reec
eM
on
ten
egro
Do
min
ica
n R
ep
ub
lic
New
Zea
lan
dU
nit
ed
Kin
gd
om
Un
ite
d S
tate
sS
wit
zerl
an
dC
ost
a R
ica
Qa
tar
Un
ite
d A
rab
Em
ira
tes
Co
lom
bia
Au
stra
lia
Ca
na
da
Ch
ile
Irel
an
dT
un
isia
Po
rtu
ga
lT
urk
ey
Yea
rs
Disadvantaged schools Advantaged schools
Number of years in pre-primary education among students attending socio-economically …
Children who attended early childhood education for
at least two years perform, on average, better than
others at age 15 (57 countries, PISA 2015)
The percentage of 15-year-old students who attended early childhood education
(ISCED 0) for less than two years are added into brackets next to the country's
name.
Denmark
Iceland
Netherlands
Luxembourg
Norway
France
Portugal
Sweden
Slovenia
Spain
Germany
Ireland
United KingdomIsrael
Finland
Italy
Latvia
Estonia
Austria
Hungary
Greece
Poland
Slovak Republic
Czech Republic
R² = 0.1946
0
5
10
15
20
25
30
35
40
45
0 10 20 30 40 50 60 70
% o
f b
oy
s es
tim
ate
d t
o 'o
ver
wei
gh
t' o
r 'o
bes
e' a
t a
ge
11 (
20
14)
Proportion of children under the age of 3 enrolled in formal childcare (2005)
Relationship between early enrolment in ECEC
settings and rise of obesity at later stages of life
Year 2005 is used to measure enrolment of children under the age of 3 in ECEC,
while 2014 is used to measure obesity at age 11
Denmark
Slovenia
Switzerland
Austria
Portugal
Netherlands
Luxembourg
Finland
Belgium
Russian Federation
France
Israel
Latvia
Germany
Poland
United KingdomUnited States
Estonia
Japan
New Zealand
Czech Republic
Ireland
Spain
Hungary
Slovak Republic
Italy
Chile
GreeceMexico
R² = 0.4801
0
10
20
30
40
50
60
70
0 10 20 30 40 50 60 70 80
En
rolm
en
t ra
tes o
f ch
ildre
n u
nd
er
the
ag
e o
f 3
in
IS
CE
D 0
an
d o
the
r re
gis
tere
d E
CE
C s
ett
ing
s
Maternal employment rates, with their youngest child under the age of 3
Relationship between mothers’ labour force participation and
enrolment rates in childcare is strong, especially for mothers
whose youngest child is under the age of 3 (2014)
DenmarkSlovenia
Austria
Portugal
Netherlands
LuxembourgFinland
Belgium
France
Latvia
Poland
United Kingdom
Estonia
New Zealand
IrelandSpain
Hungary
Malta
ItalyGreece
R² = 0.7241
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
45.0
0 10 20 30 40 50 60
Ave
rag
e h
ou
rs in
fo
rma
l ch
ildca
re a
nd
pre
-sch
oo
l se
rvic
es fo
r ch
ildre
n u
nd
er
3 y
ea
rs o
f a
ge
du
rin
g a
u
su
al w
ee
k
Employment rates in part-time (%) for women (15-64 year olds) with at least one child aged 0-14
Hours per week for which children under the age of 3
are enrolled in childcare and part-time employment
(2014)
Most governments have increased their investment in recent years to expand enrolment and open more day care centres and schools.
More needs to be done to improve the working conditions of teachers
Universal access to at least one year of ECEC is now a reality in
most OECD countries (2014)
0
10
20
30
40
50
60
70
80
90
100
Ire
lan
dA
ustr
alia
Fra
nce
Me
xic
oG
erm
any
Ne
the
rla
nd
sL
uxe
mb
ou
rgU
nite
d K
ing
do
mD
en
ma
rkB
elg
ium
Sw
itze
rla
nd
Ne
w Z
ea
land
Isra
el
No
rwa
yS
pain
Ice
lan
dIta
lyP
ort
ug
al
Ja
pa
nA
ustr
iaL
atv
iaH
un
ga
ryS
we
de
nO
EC
D a
ve
rag
eK
ore
aC
hile
Bra
zil
Po
land
Gre
ece
Un
ite
d S
tate
sS
lovenia
Esto
nia
Czech
Re
pu
blic
Russia
n…
Slo
va
k R
ep
ub
licF
inla
nd
Tu
rke
y
%
Enrolment rates for children under the age 3 Enrolment rates at age 3
Enrolment rates at age 4 Enrolment rates at age 5
Incidence and length of early years participation
vary greatly (2014)
LatviaIcelandPortugal
Slovenia DenmarkPolandNorway
LuxembourgFrance
Germany
Hungary
GreeceFinland
Estonia
Sweden
BelgiumItaly
Ireland Spain
Austria
New ZealandSwitzerland
NetherlandsUnited Kingdom
15
20
25
30
35
40
10 20 30 40 50 60 70
Ave
rag
e h
ou
rsd
urin
g a
usu
al w
ee
k
Enrolment rates of children under the age of 3 in formal childcare (ISCED 0 and other registered ECEC settings outside ISCED-2011)
In most countries, expenditure per child on ECEC
settings is higher for very young children (2013)
0
2 500
5 000
7 500
10 000
12 500
15 000
17 500
20 000
22 500
25 000
27 500
Lu
xem
bo
urg
No
rwa
yA
ust
rali
aS
wed
enIc
ela
nd
Fin
lan
dN
ew Z
eala
nd
Un
ited
Sta
tes
Ger
ma
ny
Au
stri
aU
nit
ed K
ing
do
mN
eth
erla
nd
sS
lov
enia
OE
CD
av
era
ge
Bel
giu
mF
ran
ceP
ort
ug
al
Irel
an
d1
Ch
ile
Ja
pa
nIt
aly
Ko
rea
Sp
ain
Po
lan
dS
wit
zerl
an
d1
Hu
ng
ary
Slo
va
k R
epu
bli
cL
atv
iaC
zech
Rep
ub
lic
Isra
elT
urk
ey
Den
ma
rkL
ith
ua
nia
Bra
zil1
Mex
ico
Est
on
ia
USD
Pre-primary (ISCED 02)Early childhood development (ISCED 01)All early childhood education and care (ISCED 0)
0
10
20
30
40
50
60
70
80
90
100
Au
str
alia
Japan
Po
rtu
ga
lU
nite
d K
ing
do
mC
osta
Ric
aC
olo
mb
iaT
urk
ey
Un
ite
d S
tate
sS
love
nia
Arg
en
tin
aP
ola
nd
Ko
rea
Ge
rma
ny
De
nm
ark
Ch
ileS
pain
OE
CD
ave
rag
eM
exic
oIc
ela
nd
Slo
va
k R
ep
ub
licL
ith
ua
nia
Ne
w Z
ea
land
Ind
on
esia
Au
str
iaN
eth
erla
nd
sF
inla
nd
Ru
ssia
n F
ed
era
tio
nIs
rae
lH
un
ga
ryIta
lyC
zech
Re
pu
blic
No
rwa
yF
ran
ce
Esto
nia
Sw
ed
en
Be
lgiu
mL
atv
iaL
uxe
mb
ou
rg
%
All private sources Expenditure of other private entities
Household expenditure Public expenditure on educational institutions
In most OECD countries, there is substantial public investment
in ECEC systems, especially for pre-primary education. Parental
fees are also publicly subsidised in an increasing number of
countries (2013)
0
20
40
60
80
100
New
Ze
alan
d
Irel
and
Ch
ile
Co
lom
bia
Net
her
lan
ds
Au
stra
lia
Po
rtu
gal
Luxe
mb
ou
rg
Isra
el
Ital
y
Fran
ce
Lith
uan
ia
OEC
D a
vera
ge
Fin
lan
d
Bel
giu
m
Latv
ia
Po
lan
d
Bra
zil
Slo
vak
Rep
ub
lic
Spai
n
Cze
ch R
epu
blic
Un
ited
Kin
gdo
m
Slo
ven
ia
Jap
an
Ger
man
y
Esto
nia
Au
stri
a
Icel
and
No
rway
Swit
zerl
and
Initial funds from central level of government Initial funds from regional level of governmentInitial funds from local level of government
%
Many governments delegate responsibility for ECEC public
funding to local authorities. As a result, public funding is more
decentralised in early childhood education (ISCED 0) than at any
other level of education (2013)
The ECEC sector is shifting from "more spending" to "smarter spending".
05
1015202530354045505560
Ka
zak
hs
tan
(ag
es
1 t
o 6
)1
,2
Slo
ve
nia
(a
ge
s 1
to
5)
2
Cze
ch
Rep
ub
lic
(ag
e 5
)
Ita
ly (
3 t
o 5
)
Be
lgiu
m (
Fr.
) (2
.5 t
o 5
)
Lu
xem
bo
urg
(3 t
o 5
)
Po
rtu
ga
l (3
to
5)
Fra
nce
(3
to
5)
Be
lgiu
m (
Fl.)
(2.5
to
5)
Ch
ile
(4 t
o 5
)
Fin
lan
d (
6)
Jap
an
(3 t
o 5
) 3
Ko
rea (
3 t
o 5
) 1
No
rwa
y (
3 t
o 5
) 3
New
Zea
lan
d (
3 t
o 5
)
Au
str
ia(6
)1
Irela
nd
(3 t
o 5
)
Me
xic
o (
3 t
o 5
) 1
Sw
ed
en
(3 t
o 6
)
En
gla
nd
(U
K)
(3 t
o 4
)
Sco
tlan
d (
UK
) (3
to
4)
Unconditional free access refers to provision free of charge for all children of the concerned age group.
Conditional free access, based on certain conditions, such as income, benefit entitlements, etc.
Most countries provide free access to all children for at least
the last year before entering primary school. But, the time per
week covered by the legal entitlements differs greatly (2015)
0
5
10
15
20
25
30
Ch
ile
Mex
ico
Fra
nce
Ch
ina
Un
ited
Kin
gd
om
Ind
on
esia
Po
rtu
ga
l
Bra
zil
Tu
rkey
Po
lan
d
Net
her
lan
ds
Sw
itze
rla
nd
Bel
giu
m
Ja
pa
n
Sp
ain
Au
stri
a
OE
CD
av
era
ge
Cze
ch R
epu
bli
c
Ko
rea
Ita
ly
EU
22
av
era
ge
Hu
ng
ary
Slo
va
k R
epu
bli
c
Un
ited
Sta
tes
Gre
ece
No
rwa
y1
Lu
xem
bo
urg
La
tvia
Fin
lan
d
Ger
ma
ny
Den
ma
rk
Slo
ven
ia
New
Zea
lan
d
Sw
eden
Au
stra
lia
Child-to-teacher ratios in early childhood education and care (ISCED 0)
Pre-primary education (ISCED 02)
Early childhood educational development (ISCED 01)
At the pre-primary level, there are 14 children for
every teacher, on average in OECD countries (2014)
In many countries, the curriculum framework in pre-
primary education has been broadened
Proportion of countries and jurisdictions which declared in 2011 and 2015 that the
following content areas are included in their ECEC curriculum framework
High quality in ECEC primarily depends on high quality interactions between staff and
children, which depends on workforce quality.
60
70
80
90
100
110
120
130
140
150
Gre
ece
En
gla
nd
(U
K)
Po
rtu
ga
l
Sco
tla
nd
(U
K)
Ita
ly
Sp
ain
Fra
nce
Den
ma
rk
Ko
rea
Bel
giu
m (
Fl.
)
Fin
lan
d
Oec
d a
ver
ag
e
Bel
giu
m (
Fr.
)
Hu
ng
ary
Au
stra
lia
Mex
ico
No
rwa
y
Tu
rkey
Po
lan
d
Isra
el
Lu
xem
bo
urg
Index of change between 2005 and 2010 (2005=100)
Index of change between 2010 and 2014 (2010=100)
Teachers’ salaries in pre-primary education have been
impacted by the economic crisis in one third of OECD
countries (2014)
0
1
2
3
4
5
6
-10%
-5%
0%
5%
10%
15%
20%
25%
30%
35%
40%
Sco
tla
nd
(U
K)
Fin
land
De
nm
ark
Ice
land
No
rway
Cze
ch R
epu
blic
Hu
ng
ary
OE
CD
avera
ge
Slo
va
k R
ep
ub
lic
Sp
ain
Un
ite
d S
tate
s
Au
str
ia
Be
lgiu
m (
Fl.)
Be
lgiu
m (
Fr.
)
Chile
En
gla
nd
(U
K)
Fra
nce
Gre
ece
Ita
ly
Ko
rea
Luxe
mb
ou
rg
Me
xic
o
Ne
the
rla
nd
s
Po
land
Po
rtu
ga
l
Ru
ssia
n F
ed
era
tion
Slo
ve
nia
Sw
itze
rlan
d
Au
str
alia
Isra
el
Duration of pree-service training in years
Primary education teacher salaries in percentage of
pre-primary education teachers
Difference of salary, in percentage of pre-primary teacher salary
Number of years of education for teacher in pre-primary schools (right scale)
Number of years of education for teachers in primary schools (right scale)
Parity of salaries between pre-primary and primary school
teachers
Countries are increasingly aligned in their salaries and
years of education for pre-primary and primary teachers
Reception classes only
The benefits of ECEC can disappear unless quality is sustained in primary education.
ECEC benefits can disappear if quality is not
sustained in primary education
Notes: Reference group: No pre-school and Very Low / Low EffectivenessSource: Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., & Hunt, S. (2008). Effective Pre-school and Primary Education 3-11 Project
(EPPE 3-11): Influences on children’s attainment and progress in Key Stage 2: Cognitive outcomes in Year 6.
The Combined Impact of Pre-School Quality and Primary School
Effectiveness: Mathematics at the end of primary school (United Kingdom)
• Changes include:
– the types of activities they engage in,
– the ways in which adults interact with them,
– their physical surroundings,
– the number of peers,
– the rules and routines.
The transition from early childhood education to
primary school is a big step for most children.
• Disadvantaged children are more likely to struggle during the transition
– they tend to attend lower-quality ECEC settings and schools
• Moreover, they are exposed to risk factors such as
– having low teacher expectations for their competence
– having poor parent-teacher interactions
– being exposed to a low-quality home learning environment
Transitions are particularly important for
disadvantaged children
Countries are increasingly directing their policy attention to facilitate a smooth
transition.
• Policy documents are placing greater emphasis on the need for smooth transitions, specifying the collaboration between ECEC and primary school:
– In curriculum frameworks of both levels, such as in Austria, Denmark, Finland, Japan, Norway, Slovenia and Wales (UK),
– or in education acts like in Kazakhstan, Slovenia and Sweden
• Responsibilities for ECEC are increasingly integratedwithin the ministry of education, which facilitates collaboration between education levels and can strengthen coherence between ECEC and schools (e.g. in New Zealand, Norway, Slovenia and Sweden).
Governance and organisation of transitions
are receiving greater attention
More than half the countries offer a separate
year or class/group the year before
compulsory primary school
56.1%
43.9%
Separate year/class in place
No separate year/class in place
Compulsory transition class:
11 jurisdictions (47.8%)
Canada (New Brunswick,
Nova Scotia, Prince Edward
Island), Chile, Colombia,
Croatia, Denmark, Finland,
Kazakhstan, Netherlands and
Poland
Compulsory school age is being lowered in some
countries to give children a stronger start at primary
school and to narrow socio-economic gaps.
0
1
2
3
4
5
6
7
Hu
ng
ary
Me
xic
o
Lu
xe
mb
ou
rg
Sw
itze
rla
nd
Ch
ile
Co
lom
bia
Cro
atia
Gre
ece
Ne
the
rla
nd
s
Un
ite
d K
ing
do
m
Au
str
ia
Be
lgiu
m (
Fla
nd
ers
)
Ca
na
da
¹
Czech
Re
pu
blic
De
nm
ark
Fin
lan
d
Ge
rma
ny
Ire
lan
d
Ita
ly
Ja
pa
n
Ka
za
kh
sta
n²
Ne
w Z
ea
land
No
rwa
y
Po
land
Po
rtu
ga
l
Slo
va
k R
ep
ub
lic
Slo
ve
nia
Spain
Tu
rke
y
Sw
ed
en
³
Age Pre-primary education Primary education
Notes:
1. Data refers to the most common compulsory school starting age across provinces and territories.
2. Children can start compulsory education at the age of 6 or 7 years.
3. There are plans to make the preschool class for 6-year olds compulsory.
The majority of children start both compulsory and primary education at the age of six (2016)
Compulsory school starting age, by level of education
Most jurisdictions offer transition activities at the
centre level to prepare children and their parents
for their transit to school (2015)
21%
48%
68%
74%
75%
85%
93%
93%
Home visits by primary school teacher
Information materials for children
Exchange days
Support from specialists
Information materials for parents
Taster days
Parent information meetings
Open house days
Percentage of countries
Most jurisdictions offer transition practices to prepare children and their parents for their transit to school (2016)
Curricula are becoming more aligned between
pre-primary and primary levels.
54 %
24%
22%Aligned
Integrated
Not aligned or integrated Canada (Manitoba,
Northwest Territories,
Nunavut, Ontario and
Prince Edward Island),
Chile,
Colombia,
Germany (all 16 Länders)
Finland,
Japan,
Mexico,
New Zealand,
Portugal,
Slovenia,
Spain and Turkey
Canada( Alberta,
British Columbia,
New Brunswick and Quebec),
Italy,
Luxembourg,
Poland,
Sweden,
Switzerland and
UK (Wales)
Alignment between the last year of ECEC and primary school curriculum (2016)
Many jurisdictions have included new learning areas in
their pre-primary curricula to ensure a better transition
between pre-primary and primary education.
0
5
10
15
20
25
30
Lit
era
cy
Nu
mer
acy
Ph
ysi
cal
edu
cati
on
Art
s
Mu
sic
Sci
en
ce
Pra
ctic
al
skil
ls
Hea
lth
an
dw
ell
bei
ng
So
cia
lS
cie
nce
s
Rel
igio
n
Eth
ics
an
dci
tize
nsh
ip
ICT
Fo
reig
nla
ng
ua
ges
Number of jurisdictions
2011 2015
Content areas are increasing in pre-primary curriculum curricular frameworks education (2011 and 2015)
Most pre-primary teachers in the OECD spend more
hours in direct contact with children than primary
teachers, with less time for preparation and meetings
0
200
400
600
800
1000
1200
1400
1600
Chile
1
Neth
erla
nds1
Fra
nce2
Co
lom
bia
Spa
in
Scotla
nd (
UK
)1
Isra
el2
Slo
ven
ia
Czech R
ep
ub
lic2
Germ
any2
OE
CD
ave
rag
e
Port
ug
al1
Belg
ium
(F
r.)2
Eng
land
(U
K)3
Tu
rke
y2
Denm
ark
2,3
Kore
a4
Pola
nd3
Esto
nia
1
Hu
ng
ary
4
Hours per yearNet contact time of teachers with children
Pre-primary Primary
0
200
400
600
800
1000
1200
1400
1600Other duties in pre-primary and primary education settings or schools other
than direct contact with children
Staff-parent collaboration is higher in
preschool than in primary school.
93%
59%
71%
39%
Staff collaborate with parents by sharing childdevelopment records with aim to support
transitions
Staff collaborate with parents in other wayson how to prepare transitions
Preschool Primary
Percentage of jurisdictions where staff collaborates with parents
Challenges still remain for making transitions child-centred, guided by pedagogical
continuity, managed by trained staff, and well-informed parental and community
engagement
Some challenges:
• Cross-level understanding of practices and approaches is still limited in several countries (e. g. in Germany, Japan or Slovenia)
• A tradition of disjoint pre-service training means that boundaries are more difficult to overcome (e.g. Austria, Germany or Japan)
• Local autonomy in curriculum implementation challenges the coherence of the delivery of pedagogical continuity (e.g. in Austria, Finland or Wales (UK) )
Pedagogical continuity is critically important
when making transition child-centred
Good practices in transitions
• Shared views between ECEC settings and schools on transitioning
• Alignment and balance between what and how children learn in ECEC and primary school
• Shared understandings on how children learn differently• Collaborative practices between preschool and primary school
teachers, such as sharing written information on child development and children’s experiences
• Alignment of pedagogical understanding of preschool and primary school teachers through training
• Alignment of working conditions of preschool and primary school teachers
• Flexibility and responsiveness to individual communities, families and children
• Collaboration among staff, managers, parents and the community based on reciprocal communication, inclusivity, mutual trust and respect.
Five lessons in transitions
• Focus on making schools ready for children, not children ready for school
• Dispel some common myths and misconceptions surrounding transitions
– Fragmentation and lack of coherence in goals, curriculum, and pedagogical practices between the two sectors; and lack of co-operation and collaboration among actors tend to be rooted in differing perceptions, philosophies and expectations of actors
• Overcome structural and informational roadblocks to co-operation and continuity
• Encourage local leadership, backed by a clear national policy framework
• Mainstream transition into existing equity measures
• Reviews: Austria, Denmark, Finland, Japan, Norway, Slovenia, Sweden and Wales (United Kingdom)
• Questionnaires: Austria, Flemish Community of Belgium, Canada, Chile, Colombia, Croatia, Czech Republic, Denmark, Finland, Germany, Greece, Hungary, Ireland, Italy, Japan, Kazakhstan, Luxembourg, Mexico, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, Turkey and Wales (United Kingdom)
Participants
45
45 Thank you
Find out more about our work at www.oecd.org
– All publications
– The complete micro-level database
Email: [email protected]
Twitter: SchleicherOECD
and remember:
Without data, you are just another person with an opinion