Education Policy Outlook 2023.
The report "OECD Education Policy Outlook 2023" aims to support countries to follow up on the goals established by the 2022 OECD Declaration on Building Equitable Societies Through Education.
| Formato: | Libro electrónico |
|---|---|
| Idioma: | Inglés |
| Publicado: |
Paris :
Organization for Economic Cooperation & Development
2023.
|
| Edición: | 1st ed |
| Colección: | Education Policy Outlook Series
|
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009786727306719 |
Tabla de Contenidos:
- Intro
- Foreword
- Editorial
- Abbreviations and acronyms
- Executive summary
- 1 Overview
- Introduction
- Accelerated trends and recent shocks shape global challenges in 2024 and beyond
- Achieving environmental sustainability must be a priority today
- Building environmental sustainability will require education and training policy to catch up with other accelerated longer-term evolutions
- Managing digitalisation is the top priority for participating education systems, both for the shorter term and moving forward, with varied levels of preparedness
- Strengthening equity, inclusion and diversity remains a top priority as well for education systems, particularly for the shorter term
- Demographic change is expected to significantly gain relevance over the mid-term
- Changing forms of democratic and civic engagement is seen as important moving forward, but with less current policy action
- But recent shocks will continue to pose a challenge for societies in 2024 and beyond
- Economic recovery remains modest and fragile, and skills shortages and lower productivity and population ageing may slow it further down
- Global health has been an area of extensive action that made the end of the pandemic possible but, moving forward, climate change will require it to adopt a new angle
- International conflict, security and development co-operation challenges will continue to require some education systems to urgently support populations from all ages and backgrounds
- Disaster management and risk reduction appear of importance to fewer education systems, but climate change is likely to increase its relevance to others
- Making the case for helping learners of all ages, stages and backgrounds to go green in 2024
- Transitions to greener and fairer societies can help address other ongoing challenges.
- Supporting environmental sustainability requires education systems to move beyond curriculum in 2024
- Education thus has a crucial role to play in empowering people of all ages and backgrounds for the green transition in 2024
- Empowering learners to go green also means empowering them to be responsive and resilient
- References
- 2 Translating learners' environmental awareness into action
- Introduction
- Formal mechanisms plus targeted programmes can foster environmental agency and engagement among all learners
- Selected recent policy efforts
- Establishing time, space and structures for learners to practice agency and engagement
- Dedicated time and space for active or authentic learning
- Formal structures and processes for learners to actively engage in environmental matters
- Developing targeted initiatives that respond to learners' diverse needs and experiences
- Policy lessons for fostering environmental agency and engagement among all learners
- Empowered educators and broader learning contexts can nurture a culture of collective environmental action
- Selected recent policy efforts
- Developing professional supports that help educators implement active environmental learning
- High-quality, interdisciplinary professional learning for educators
- Dedicated practical frameworks to guide teachers' professional learning and teaching
- Nurturing action-oriented institutional cultures through networks and quality-management processes
- Institutional networks to nurture a holistic approach to culture change
- Quality-management processes to formalise efforts to shift institutional culture
- Policy lessons for empowering educators and broader learning contexts
- Key messages
- References
- 3 Providing all learners with experiences to help them shape the green economy
- Introduction.
- Strengthening transversal competencies and targeting support can empower learners to shape the green transition
- Selected recent policy efforts
- Promoting transversal competencies through active learning experiences
- Transversal competencies to address skills gaps
- Transforming STEM education for the future science workforce
- Targeting resources and supports is necessary for a just transition
- Some policy lessons emerge on helping learners to acquire transversal competencies through active learning experiences for 2024
- Education systems must promote a culture of learning and collaboration in institutions and support external partnerships to provide experiences for all
- Promoting a culture of learning and collaboration matters to bring the green curriculum to life
- Supporting external partnerships can help provide more cost-effective approaches for greening initiatives
- Selected recent policy efforts
- Promoting a culture of learning and collaboration
- Education institutions can also be supported to develop a green institutional culture and build green partnerships
- Some policy lessons emerge on supporting local learner-centred networks
- Key messages
- References
- 4 Positioning education as a strategic sector for the transition to greener societies
- Introduction
- The education sector is a key enabler for the transition towards greener and fairer societies, currently with room to do more
- Countries and economies often have multiple and connected measures in place
- Ministries of environment stand out as strong perceived partners of education ministries, while collaborations with other actors could be strengthened.
- Education ministries tend to collaborate more with other actors during the design of policies related to the transition to greener and fairer societies, but less during their implementation or evaluation
- Education systems need to pursue more strategic collaborations with other actors
- 'Climate change' is a key topic of collaboration for education ministries with most actors
- Education ministries desire more collaboration on 'sustainable production and consumption'
- Education ministries see high-level backing and capacity as important factors of influence, but ongoing or desired collaborations may not be aligned
- Some policy lessons emerge on how education systems can increase their strategic importance for the transition to greener societies
- Key messages
- References.
