In 2017, the Government of Norway introduced a new competence development model for schools, to provide municipalities and schools with greater freedom of action and empower them to carry out systematic school improvement. This model has the potential to promote collective teacher...

Wales (United Kingdom) is on the path to transform the way children learn, with a new curriculum aimed to prepare its children and young people to thrive at school and beyond. The new curriculum for Wales intends to create a better learning experience for students, to engage teachers’...

This toolkit provides education system leaders with an implementation framework and questions to consider in the development of their education responses to the COVID-19 crisis. It builds on an analysis of education policy actions taken during the initial stages of the COVID-19 crisis. What...

Early childhood education and care (ECEC) attendance in Romania has increased in recent decades but remains below national goals and EU averages. This education policy brief aims to support Romania’s efforts to improve the access and quality of ECEC services. To do this, Romania will need to...

Because of the coronavirus (COVID-19) outbreak, most higher education institutions across the OECD decided to close their campuses. As a result, teaching and assessment activities have been conducted from a distance, generally online. Based on the literature and on the experiences of the...

School leaders in Romania primarily consider their function to be purely administrative, rather than having responsibilities for shaping the quality of teaching and learning. This education policy brief highlights how other countries and economies have developed effective school leaders by...

This Education Policy Perspectives analyses the different dimensions of education policy implementation and provides a framework to help policy makers make concrete changes to their education system. It proposes actions to consider when designing education policies to reachschools effectively...

Romania is one of the few countries in the OECD and EU lacking national teaching standards. This education policy brief shares examples of how clearly defined teacher competency standards can help shape initial teacher education and professional development programmes to focus on pedagogical...

Despite improvements in recent years, many students in Romania still progress through school without mastering basic competencies and a large share of them leave school before completing upper secondary education. This education policy brief focuses on policies that can support Romania in...

Teachers’ time is a critical resource for education systems and a key input for student learning. Like any type of resource, teachers’ time can be allocated more or less effectively to promote positive outcomes for students. How school systems regulate teachers’ working time reflects...