>> Improving School Quality in Norway: The New Competence Development Model

Just Published! Norway is committed to a high quality and equitable education system, as demonstrated by its high level of public expenditure on education and the dynamic policy activity targeting education quality. Despite progress made in enhancing average student performance in recent years, there still are significant differences between schools in municipalities and between municipalities and regions. In response, Norway has started to implement the new competence development model that sets out to develop teacher professionalism with in-service professional development. With this new policy, the Government of Norway aims to provide municipalities and schools with greater freedom of action and empower them to carry out systematic school improvements at the local level. This decentralised approach would respond to local context and the diversity of needs between Norwegian schools.

This report aims to support Norway in this effort, analysing the features of the new model, the engagement of the different stakeholders and the policy context for its introduction. Building on the OECD implementation framework, the report proposes concrete actions to adapt the implementation strategy for impact.

>> Further Links Implementing Education Policies Analyse by Country Country Reports for Norway Review Policies OECD iLibrary

>> Balancing School Choice and Equity: An International Perspective Based on PISA

Published on May 15 Many countries are struggling to reconcile greater flexibility in school choice with the need to ensure quality, equity and coherence in their school systems. This report provides an international perspective on issues related to school choice, especially how certain aspects of school-choice policies may be associated with sorting students into different schools. A key question fuelling the school-choice debate is whether greater competition among schools results in more sorting of students by ability or socio-economic status. At the macro level, school segregation can deprive children of opportunities to learn, play and communicate with other children from different social, cultural and ethnic backgrounds, which can, in turn, threaten social cohesion. The report draws a comprehensive picture of school segregation, using a variety of indicators in order to account for the diversity of the processes by which students are allocated to schools.

>> Further Links Review Policies PISA PISA in Focus PISA 2015: Full selection of indicators PISA 2015 (Volume III): Students' Well-Being PISA 2015 (Volume IV): Students' Financial Literacy PISA 2015 (Volume V): Collaborative Problem Solving OECD iLibrary

>> PISA 2018 Assessment and Analytical Framework

>> Beyond Proficiency: Using Log Files to Understand Respondent Behaviour in the Survey of Adult Skills

>> A Flying Start: Improving Initial Teacher Preparation Systems

>> Developing Minds in the Digital Age: Towards a Science of Learning for 21st Century Education

>> Helping our Youngest to Learn and Grow: Policies for Early Learning

>> OECD Review of Higher Education, Research and Innovation: Portugal

>> Measuring Innovation in Education 2019: What has changed in the classroom?

>> Trends Shaping Education 2019

>> The Future of Mexican Higher Education: Promoting Quality and Equity

>> Higher Education in Mexico: Labour Market Relevance and Outcomes

Chart of the month: Computer use at school

Source: Education at a Glance 2018, PISA 2015 and TALIS 2013