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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.

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Knowledge Economy Forum

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

  2. 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

  3. 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

  4. INVESTING IN COMPETENCIES FOR ALL • Essential for a Knowledge Based Society • Lifelong Learning Perspective • Early Childhood • Schooling • Transition from School to Work • Adults

  5. 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

  6. 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

  7. Overall Theme: From Forward Thinking to Action

  8. 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

  9. Broadening the University Mission • Teaching • Research • Services to Regions, Municipalities, and Professionals. • More Diverse Higher Education System – Non-university “College” Sector • Open/distance Learning

  10. Significant Pilot and Demonstration Projects • Open Society Foundation (Soros) • EC-PHARE • Bilateral Agreements with OECD Countries

  11. 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

  12. 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

  13. Overall Recommendations

  14. 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

  15. 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

  16. 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

  17. 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

  18. 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

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

  20. 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

  21. 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

  22. 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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