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' professionalism, and to contribute to the overall improvement of Welsh education. An education policy is only as good as its implementation, however, and Wales turned to the OECD for advice on the next steps to implement the curriculum. This report analyses the progress made with the new curriculum since 2016, and offers suggestions on the actions Wales should take to ready the system for further development and implementation. The analysis looks at the four pillars of implementation - curriculum policy design, stakeholders' engagement, policy context and implementation strategy - and builds upon the literature and experiences of OECD countries to provide tailored advice to Wales. In return, the report holds value not only for Wales, but also for other education systems across the OECD looking to implement a curriculum or to enhance their implementation processes altogether.

The first five years of a child's life is a period of great opportunity, and risk. The cognitive, social-emotional skills that children develop in these early years have long-lasting impacts on their later outcomes throughout schooling and adulthood. This report sets out the findings from the Early Learning and Child Well-being Study in England. The study assesses children's skills across both cognitive and social-emotional development, and how this relates to children's early learning experiences at home and in early childhood education and care. It is enriched by contextual and assessment information from the children's parents and educators. It provides comparative data on children's early skills with children from Estonia and the United States, who also participated in the study, to better identify factors that promote or hinder children's early learning.

Wales (United Kingdom) considers the development of schools as learning organisations as vital for supporting schools to put its new, 21st century curriculum into practice. A growing body of research evidence shows that schools that operate as learning organisations can react more quickly to changing external environments and embrace changes and innovations.

This report aims to support Wales in this effort, gauging the extent to which schools have put into practice the characteristics of learning organisations and identifying areas for further development. It also examines the system-level conditions that can enable or hinder schools in Wales in developing as learning organisations. It offers a number of concrete recommendations for consideration by the Welsh Government and other stakeholders at various levels of the system.

The report will be valuable not only for Wales, but also to the many countries that are looking to establish collaborative learning cultures across their school systems.

One of a series of studies on vocational education and training, this review focuses on the apprenticeship system in England and concludes with policy recommendations. England has launched a series of reforms that champion the institution of apprenticeship, and address some previous weaknesses. The reforms encourage more substantive apprenticeship programmes and a stronger funding framework. Despite these strengths, there is still some way to go to establish an apprenticeship system in England to match those of the strongest countries. This report suggests several ways in which reforms might be adapted to achieve higher quality and better outcomes. An effective apprenticeship system involves various elements such as the development of the apprentice in the workplace by the employer and the broader education of young apprentices. The report argues that England should consider introducing regulations and standards to ensure that these elements are part of all apprenticeship programmes, and that the recently introduced apprenticeship levy supports high-quality training. In comparison to other countries, England has relatively few young apprentices. The report suggests England could facilitate transition from school to work by making better use of apprenticeships targeting school leavers.

The OECD Skills Outlook 2017 shows that skills matter for global value chains. The report presents new analyses based on the Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), and the Trade in Value Added Database. It develops a Scoreboard on Skills and Global Value Chains with the objective to measure the extent to which countries have been able to make the most of GVCs through the skills of their populations in terms of skills, global value chains, and social and economic outcomes. It also explains what countries would need to do to specialise in technologically advanced industries.

How can Wales ensure the successful implementation of its reforms and ultimately realise its vision of the Welsh learner? This report takes stock of the policies and reforms adopted since 2014 and offers recommendations to inform next steps. It highlights how the Welsh approach to school improvement has moved from a piecemeal and short-term policy orientation towards one that is guided by a longer-term vision. To support the realisation of its education objectives, Wales should continue its 21st century curriculum reform efforts underpinned by sustained investments in key policy areas such as teacher and leadership policy, equity and evaluation and assessment. It should strengthen the implementation process by consolidating the co-construction of policies with key stakeholders, and through better communication and evidence on the Welsh education reform journey. This report will be of value to Wales but also policy makers in other countries looking to ensure the successful implementation of reforms and policies in their education system.

This report addresses an evidence gap in how England's approach to the promotion of high-quality pedagogy in early years' settings compares to the variety of approaches in a selection of OECD countries. This review describes variations in, and evidence for, pedagogical approaches in formal ECEC settings; how pedagogy is monitored; and which policies affect pedagogical practice in England, Denmark, France, Germany and New Zealand.

This review on England is one of a series of country reports on vocational education and training (VET) in OECD countries, prepared as part of the Skills beyond School study alongside parallel commentaries undertaken in Northern Ireland and Scotland. The series includes reviews, involving an in-depth analysis of a country system leading to a set of policy recommendations backed by analysis.

This policy profile on education in the United Kingdom is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries. Designed for policy makers, analysts and practitioners who seek information and analysis of education policy taking into account the importance of national context, the country policy profiles offer constructive analysis of education policy in a comparative format. Each profile reviews the current context and situation of the country's education system and examine its challenges and policy responses, according to six policy levers that support improvement: students (how to raise outcomes for all in terms of 1- equity and quality and 2- preparing students for the future), institutions (how to raise quality through 3- school improvement and 4- evaluation and assessment), education system (how the system is organised to deliver education policy in terms of 5- governance and 6- funding).

For the past decade, Scotland has been putting in place an ambitious reform called the "Curriculum for Excellence". Its holistic approach includes Broad General Education from ages 3 to 15 years and this has been put into the spotlight of an OECD review by a team that included leading international experts Andy Hargreaves and Helen Timperley. The report, with twelve key recommendations, will be of interest to those who shape schools and curricula well beyond Scotland. It brings together wide-ranging international and Scottish data to understand how well quality and equity are being achieved in Scotland's schools. Its analysis and examples from other countries address how such an ambitious reform can reach its full potential through demanding 21st century approaches to enhancing quality and equity, governance and decision-making, teaching and leadership, and evaluation and assessment.

This short country note recaps some Background on the 2014 OECD Measuring Innovation in Education report, the main Key report findings on innovation in education, the Report approach to measuring educational system innovation, along with England's top five organisational education innovations for the 2003-2011 period and England's top five pedagogic education innovations for the same interval.

This book finds that, in many ways, Northern Ireland stands out internationally with its thoughtfully designed evaluation and assessment framework. The major components are well developed, in particular policies for student assessment, school evaluation and school system evaluation. It has been developed using the majority of key design principles recommended by the OECD. The approach to evaluation and assessment combines: central control over policy development and standard setting; transparency over procedures and reporting of results; an increasing responsibility for the implementation of evaluation and assessment among teachers and schools; and central mechanisms to monitor the effectiveness of implementation. For example, while schools and their Boards of Governors are accountable for their educational quality and are accountable to their communities, school development planning processes are also monitored as part of external school evaluation by a central inspectorate. Teachers play a central role in student assessment and their assessment of pupil progress against central standards is moderated by a central agency which engages working teachers in the process. Teachers in primary schools are offered central diagnostic tests to support their assessment of pupil progress. Only teacher appraisal remains entirely school based, but there is a set of common competence standards for teachers.

This commentary on Northern Ireland is one of a series of country reports on vocational education and training (VET) in OECD countries, prepared as part of the Skills beyond School study. The series includes reviews, involving an in-depth analysis of a country system leading to a set of policy recommendations backed by analysis. The commentaries are simpler exercises than full reviews, largely descriptive but also including an assessment of strengths and challenges in the country system. The commentaries are designed to be of value as free-standing reports, but are also prepared so that they can become the first phase of a full review.

How can Wales improve the quality and equity of its education system? From an international perspective, this report analyses the strengths and challenges facing the Welsh school system, and provides a number of recommendations and policy options for further strengthening it. It highlights the need for ensuring that schools are meeting the learning needs of all their students, building professional capital, developing a coherent assessment and evaluation framework, and defining and implementing policy with a longterm perspective. This report can be valuable for Wales and other education systems looking to raise their performance.

This commentary on Scotland is one of a series of country reports on vocational education and training (VET) in OECD countries, prepared as part of the Skills beyond School study. The series includes reviews, involving an in-depth analysis of a country system leading to a set of policy recommendations backed by analysis. The commentaries are simpler exercises than full reviews, largely descriptive but also including an assessment of strengths and challenges in the country system. The commentaries are designed to be of value as free-standing reports, but are also prepared so that they can become the first phase of a full review.

This review on England is one of a series of country reports on vocational education and training (VET) in OECD countries, prepared as part of the Skills beyond School study alongside parallel commentaries undertaken in Northern Ireland and Scotland. The series includes reviews, involving an in-depth analysis of a country system leading to a set of policy recommendations backed by analysis.

As part of the OECD review on migrant education, countries were invited to provide information on their national migrant education policies. Note that this information is in addition to the full country background reports provided by the six countries participating in the policy review: Austria, Denmark, Ireland, the Netherlands, Norway and Sweden. The attached information was provided by the United Kingdom using a standard international questionnaire on migrant education policies in response to longstanding diversity.

This review of England and Wales' vocational and professional education and training systems (VET/PET) is part of "Learning for Jobs", the OECD policy study of VET designed to help countries make their VET systems more responsive to labour market needs. In England and Wales, a substantial commitment, backed by increased resources, has been made to the enhancement of workplace skills. Policy-making is self-evidently dynamic and innovative and governments are making conscious attempts to improve employer engagement - the particular topic of this report. At the same time there are a number of challenges - in particular that of linking enhanced employer engagement to a strong apprenticeship system, and of overcoming the obstacle of a complex and unstable institutional environment.

Scotland consistently performs at a very high standard in OECD's Programme for International Student Assessment (PISA) and has one of the most equitable school systems in the OECD. This review examines the strengths of Scotland's schools and the challenges they face in securing high standards for all children. One major challenge is an achievement gap that opens up late in primary education and widens through junior secondary years: children from poorer backgrounds are more likely than others to under-achieve. A second challenge for Scotland is to achieve broader and more successful participation in upper secondary education and greater equity in higher education. The review assesses the performance of Scottish schools, using PISA findings and national test and examination results. It also examines educational reforms in Scotland in the light of reforms in countries facing similar challenges.

Many adults in OECD countries have low language, literacy and numeracy (LLN) skills. The consequences of these low foundation skills span the economic, health and social well-being of individuals, families and communities. Investment in this sector of adult education is therefore crucial. This country report on England examines the impact and implementation of different teaching, learning and assessment practices for adult LLN learners with a focus on formative assessment; the way innovative programmes address the very diverse needs and goals of this population; and the policies that support or hinder effective practice.

Many adults in OECD countries have low language, literacy and numeracy (LLN) skills. The consequences of these low foundation skills span the economic, health and social well-being of individuals, families and communities. Investment in this sector of adult education is therefore crucial. This country report on Scotland examines the impact and implementation of different teaching, learning and assessment practices for adult LLN learners with a focus on formative assessment; the way innovative programmes address the very diverse needs and goals of this population; and the policies that support or hinder effective practice.

The report provides an overview of school leadership developments and issues in England, as a contribution to the OECD's Improving School Leadership Activity. It discusses the national context of schooling, the features of the school system, school governance and leardership, the attractiveness of school leaders' roles, and professional learning of school leaders in the country.

The report provides an overview of school leadership developments and issues in Northern Ireland, as a contribution to the OECD's Improving School Leadership Activity. It discusses the national context of schooling, the features of the school system, school governance and leardership, the attractiveness of school leaders' roles, and professional learning of school leaders in the country.

The report provides an overview of school leadership developments and issues in Scotland, as a contribution to the OECD's Improving School Leadership Activity. It discusses the national context of schooling, the features of the school system, school governance and leardership, the attractiveness of school leaders' roles, and professional learning of school leaders in the country.

The main purpose of the thematic review on adult learning is to understand adults' access and participation in education and training and to enhance policies and approaches to increase incentives for adults to undertake learning activities in OECD countries. It is a joint activity undertaken by the OECD Education Committee (EDC) and the Employment, Labour and Social Affairs Committee (ELSAC) in response to the need to make lifelong learning a reality for all, to improve learning opportunities of low skilled and disadvantaged adults and to sustain and increase employability.

This study includes four case study schools that partnered with researchers involved in the project who worked directly with teachers to develop and incorporate formative assessment methods into their daily classroom practice, and to measure the impact of the new teaching approaches by tracking the performance of their students with students in comparable classes at the same school. Some of the most strinking features of the case study schools were : Focus on the process of learning as well as the content of what students were being asked to learn, efforts to identify and put into practice more often those things that work well and greater attention to what students retain, rather than curriculum coverage.

All 32 Scottish Councils have committed a small number of their primary or secondary schools to the pilot initiative to develop effective formative assessment, Assessment is for Learning. The programme devolves responsibility to the schools for selecting/developing their own assessment practices, including ways of giving feedback and of helping to think about their own learning and that of fellow learners. A key principle is the idea that teachers need to reflect, individually and collaboratively, on their actual teaching to implement effective formative assessment. The previous history of assessment developments in Scotland appears to show that it is not possible to achieve significant and widespread change in teaching and assessment approaches by means simply of providing even very good staff development and materials about formative assessment. The following two case studies present the development work done in two of the schools currently involved in "Assessment is for Learning".

The administration and management of the recruitment, development and retention of teachers in the UK varies across the four constituent countries of England, Wales, Northern Ireland and Scotland. The school systems are diverse in their organisation and administration. There are different kinds of schools, and the diverse and changing school populations, both in terms of their size and their composition. Patterns of teacher employment reflect this, and vary between countries. The nature and pace of recent educational reforms in all four countries have led to changes in the nature and conditions of teachers' work. The key issues for attracting, developing and retaining effective teachers identified in this report are discussed in this report.

This report on England's educational R&D is the fifth OECD review of a member country's educational R&D policy and system. The purpose of the OECD review of a national educational R&D system is to assess the extent to which it serves its function of creating, collating, distributing and applying the knowledge on which practitioners and policy makers can draw. The aim is broader and different from a traditional educational R&D review that focuses on the quality of the research. Rather each of these reviews should be considered as an evaluation of the R&D system which, if it functions properly, will produce high quality research that contributes to the knowledge base of policy makers and practitioners and may be applied by them to improve the education service within a country.

This review covers children from birth to compulsory school age and includes the transition period into primary schooling. In order to examine thoroughly what children experience in the first years of life, the review has adopted a broad, holistic approach to study early childhood policy and provision. To that end, consideration has been given to the roles of families, communities and other environmental influences on children's early learning and development. Particular emphasis has been laid on aspects concerning quality, access and equity, with an emphasis on policy development in the following areas: regulations; staffing; programme content and implementation; family engagement and support; funding and financing.

The thematic review places young people's transition to work within a lifelong learning framework. The transition from initial education to work is only one of many transitions that young people will need to make throughout their lives. It is of critical importance, though, since the process by which young people move from education to work can influence the extent to which the benefits of education are retained, and opportunities for new learning are opened up. From this perspective, improving the transition to work means more than getting young people into jobs -- it also requires helping them to become effective learners throughout their adult lives.

The purposes of this review of the first years of tertiary education as stated in the guidelines are i) to examine the extent to which the structure of provision, programmes, teaching and learning at the tertiary level are evolving to meet the expectations and capabilities of students and the needs of the economy and society, and ii) to undertake an analysis of how policies might best promote needed change. The British experience, in a period of significant structural change in its tertiary education system, provides significant insights into change processes and highlights several issues that are central to the overall cross-country analysis of trends and issues.