Untapping the potential of resource banks in the classroom

doi:10.1787/f1a19b94-en

Cited by 2 publications

(2 citation statements)

References 15 publications

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“…As the global digital transformation marches on, people must be able to confidently navigate digital landscapes to participate fully in social, economic and cultural life (OECD, 2023 [1]). Meanwhile, economies need to equip people with digital skills, as well as foundational and complex competencies, so they can benefit from the productivity and efficiency gains digital technologies offer.…”

Section: Learners' Digital and Foundational Skills In Brazil Need Str...mentioning

confidence: 99%

Policy Dialogues in Focus for Brazil

2024

OECD Education Policy Perspectives

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Policy levelPolicy lever Key challenges StudentsEquity and quality • Increasing the share of students achieving minimum proficiency in the core PISA disciplines.• Analysing the intersectionality of inequities to design supports for those with multiple vulnerabilities.Preparing students for the future• Reducing drop-out and non-completion rates across different programmes and education levels. Institutions School improvement• Nurturing more positive learning contexts for students to ensure they do not miss out on valuable learning time.• Professionalising the school leader role further through enhanced appointment and training processes.• Providing quality professional development to teaching staff while making the profession more attractive.

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Section: Learners' Digital and Foundational Skills In Brazil Need Str...mentioning

confidence: 99%

Policy Dialogues in Focus for Brazil

2024

OECD Education Policy Perspectives

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“…in terms of subjects, specific competencies, the types of questions students struggle with, etc.) (OECD, 2023 [93]; OECD, 2013 [48]). Apart from the option of analysing these data to inform future curriculum reviews (see below), these data can also greatly inform teachers' on how to adjust their teaching in response to students' learning needs.…”

Section: Analysing Student Assessment Data To Inform Teacher Professi...mentioning

confidence: 99%

An assessment of the professional development of teachers and school leaders, and curriculum and learning resources in Moldova

2023

OECD Education Policy Perspectives

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Box 2.1. TEACH -Helping countries track and improve teaching quality Box 2.2. The Australian Professional Standards for Teachers Box 2.3. Inquiry-based collaborative professional development approaches -International examples Box 2.4. Effective models of school-to-school collaborations -Examples from England (United Kingdom) and Shanghai (People's Republic of China) Box 2.5. Approaches to school principal preparation in selected OECD Members Box 2.6. Developing educational leadership among school leaders and teachers -An example from Ireland Box 3.1. A participatory approach and research-informed curriculum review process -Example from New Zealand Box 3.2. Digital technologies are transforming education -Examples from Estonia and Shanghai (PRC) Box 4.1. Differentiated career structures for teachers -Examples from Singapore and the Republic of North Macedonia Box 4.2. "Optimising Multi-level Support for School Improvement in Scotland (United Kingdom)" -International peer learning event among selected OECD MembersNote: This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.No. 78 -An assessment of the professional development of teachers and school leaders, and curriculum and learning resources in the Republic of Moldova  5 OECD EDUCATION POLICY PERSPECTIVES © OECD 2023This report is the first output of the project that presents an in-depth analysis of two of the selected policy domains: "professional development of teachers and other education professionals" and "curriculum and learning resources". Recognising its institutional capacity for effective planning and management of education sector development in low-and middle-income countries, OECD sought a collaboration with the UNESCO International Institute for Education Planning (IIEP) to jointly undertake this work.A second report has been developed that focusses on the third identified policy domain, "the evaluation of Vocational Education and Training (VET) programmes and institutions" (OECD, 2023[4]). 1 Education in Moldova: an overview 6  No. 78 -An assessment of the professional development of teachers and school leaders, and curriculum and learning resources in the Republic of Moldova OECD EDUCATION POLICY PERSPECTIVES © OECD 2023Following a brief introduction to Moldova and its school system (Section 1), this report provides a detailed assessment of the policies and practices concerning the professional development of teachers and school leaders (Section 2). This is followed by a discussion on the current curriculum review approach and the partially untapped potential of using digital technologies for innovating teaching and student learning (Section 3). Section 4 consists of an examination of several relevant areas of policy and factors of influence on the successful implementation of the Education Development Strategy 2030. At the end of each section, the report offe...

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Untapping the potential of resource banks in the classroom

Cited by 2 publications

References 15 publications

Policy Dialogues in Focus for Brazil

Policy Dialogues in Focus for Brazil

An assessment of the professional development of teachers and school leaders, and curriculum and learning resources in Moldova

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