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									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
 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

 Essentialfor a Knowledge Based Society
 Lifelong Learning Perspective
     Early Childhood
     Schooling
     Transition from School to Work
     Adults
    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
 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
   Impressive Progress in Reform
 BasicLegal Structure for All Levels
 National Curriculum
 New Assessment and Testing Policies
     School Leaving/University Entrance
 Initiativesto Improve Quality and
  Accountability
 Access to Technology (ICT)
 Vocational Education Reforms
 Broadening     the University Mission
     Teaching
     Research
     Services to Regions, Municipalities, and
      Professionals.
 More Diverse Higher Education System –
  Non-university “College” Sector
 Open/distance Learning
 Significant   Pilot and Demonstration
  Projects
     Open Society Foundation (Soros)
     EC-PHARE
     Bilateral Agreements with OECD Countries
     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
 Establish/EnhancePolicy 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
 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
 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
 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

 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
 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
 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
    Need to Balance Autonomy With a
 But
 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
     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
      Organisations to Support and Sustain
      Reform

								
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