Migration has been at the centre of policy debates across the OECD in recent years, largely because of the refugee crisis. This synthesis report identifies eight pillars of policy-making that the Strength through Diversity project has revealed to be crucial in order for education systems to effectively support newcomers.
The “OECD Review of Resourcing Schools to Address Educational Disadvantage in Ireland” provides an independent analysis meant to support Irish authorities in identifying ways to strengthen the resources and supports provided to students at risk of educational disadvantage in both DEIS and non-DEIS schools. The report serves three purposes: i) to provide insights and advice to Irish education authorities; ii) to help other countries understand the Irish approach to equitable education; and iii) to provide input for comparative analyses of the OECD Education for Inclusive Societies project. The scope for the analysis in this report covers primary and post-primary education. The focus areas of the review in Ireland are: i) governance, ii) resourcing; iii) capacity building; iv) school-level interventions and v) monitoring and evaluation. This report will be of interest in Ireland and other countries looking to improve the equity of students at risk of educational disadvantage in their education systems.
Building on the OECD’s Framework of Responsiveness and Resilience in Education Policy, as well as analysis of international policies and practices from over 40 education systems, this report identifies three policy areas that education policymakers can undertake in 2023: 1) enhancing the relevance of learning pathways, 2) easing transitions throughout learners’ pathways, and 3) nurturing learners’ aspirations. Lessons emerging from recent policy efforts are synthesised into key policy pointers for 2023.
This publication collects contributions to understanding and addressing migration flows from Africa to Europe and supporting social coexistence in the destination countries. Written by experts in psychology and social work, the articles approach the topic of immigration based on empirical research in their academic and professional specialties. The book focuses on issues of intervention, letting the research be the starting point for further plans. This focus makes the book valuable for professionals as well as policy makers.
Children’s learning, development and well-being are directly influenced by their daily interactions with other children, adults, their families and the environment. This interactive process is known as “process quality”, and leads to a key question – which policies set the best conditions for children to experience high-quality interactions in early childhood education and care (ECEC) settings?
The series Investing in Youth builds on the expertise of the OECD on youth employment, social policy and skills. It covers both OECD countries and key emerging economies. The report on Slovenia presents new results from a comprehensive analysis of the situation of young people in Slovenia, exploiting various sources of survey-based and administrative data.
This book examines language education policy in European migrant-hosting countries. By applying the Multiple Streams Framework to detailed case studies on Austria and Italy, it sheds light on the factors and processes that innovate education policy. The book illustrates an education policy design that values language diversity and inclusion, and compares underlying policymaking processes with less innovative experiences. Combining empirical analysis and qualitative research methods, it assesses the ways in which language is intrinsically linked to identity and political power within societies, and how language policy and migration might become a firmer part of European policy agendas. Sitting at the intersection between policy studies, language education studies and integration studies, the book offers recommendations for how education policy can promote a more inclusive society. It will appeal to scholars, practitioners and students who have an interest in policymaking, education policy and migrant integration.
This is one of six volumes that present the results of the PISA 2018 survey, the seventh round of the triennial assessment. Volume I, What Students Know and Can Do, provides a detailed examination of student performance in reading, mathematics and science, and describes how performance has changed since previous PISA assessments.
The book examines how to begin to think like a global educator first by examining how our own histories and experiences have formed our own cultural and professional identities and second how the varied frames by which global education can be understood – pedagogical, ideological and cosmopolitan – have shaped the field. Laurence Peters connects theory and practice about global education relevant to cultivating global awareness in primary and secondary students. Rather than seeing global education as a special field separate from the other disciplines the author encourages integration of global perspectives into everything we do. Showcasing how global awareness is a developmental issue, dependent upon the student’s ability to step outside of their own place-based comfort zone, this volume lays out a roadmap of major challenges and issues around instilling this awareness in students. This book connects theory and practice about global education relevant to cultivating global awareness in primary and secondary students. From this foundation, the book engages with the challenge of integrating global perspectives within a crowded curriculum. By convincing students and teachers alike of global education’s centrality, thinking globally becomes an integral component of learning across subject areas and grade levels, and this work encourages students to exercise empathy for the other and to develop critical skills to see through media distortions and 'fake news' so they can better resist the tendency of politicians in our increasingly multicultural countries to divide people along racial and ethnic lines.
The Resilience of Students with an Immigrant Background: Factors that Shape Well-being reveals some of the difficulties students with an immigrant background encounter and where they receive the support they need.
