1. Knowledge Economy Forum World Bank Conference 21 February 2002 Ian Whitman -- OECD www.oecd.org/els/emerging/education

2. The Organisation for Economic Co-operation and Development (OECD) Centre for Co-operation with Non Members (CCNM) Directorate for Education, Employment, Labour and Social Affairs (DEELSA) r Work with Non Members since 1991 l Reviews and seminars Central and Eastern Europe, Russian Federation and Newly Independent States, Stability Pact for the Balkans, Chile and Israel, China l World Education Indicators (WEI) & Programme for International Student Assessment (PISA) r Not a financial institution, but recommendations often used by Non Member’s bilateral and multilateral partners r Close co-operation with the ETF and World Bank and other organisations

3. Comparative Perspective r Identify and Respect Unique: l Geography, Demography and Economy l History and Culture r Identify Good Practice in Policy and Process r Avoid Uniform Application to Diverse Problems

4. INVESTING IN COMPETENCIES FOR ALL r Essential for a Knowledge Based Society r Lifelong Learning Perspective l Early Childhood l Schooling l Transition from School to Work l Adults

5. Themes From OECD Policy Reviews r Conceptual Foundation for Reform r Contrast Between Concepts and Realities r Need for Alignment of Policies To Support Systemic Reform r Urban/rural Disparities

6. r Human Resources in the Education Sector r Special Needs Population r Impact of Governmental Reform on Education Policy r The Role of the Nation in a Global Economy r National Policy Leadership for Education Reform Themes continued

7. Overall Theme: From Forward Thinking to Action

8. Impressive Progress in Reform r Basic Legal Structure for All Levels r National Curriculum r New Assessment and Testing Policies l School Leaving/University Entrance r Initiatives to Improve Quality and Accountability r Access to Technology (ICT) r Vocational Education Reforms

9. r Broadening the University Mission l Teaching l Research l Services to Regions, Municipalities, and Professionals. r More Diverse Higher Education System – Non-university “College” Sector r Open/distance Learning

10. r Significant Pilot and Demonstration Projects l Open Society Foundation (Soros) l EC-PHARE l Bilateral Agreements with OECD Countries

11. From Forward-thinking to Strategy and Action r Gain Broader Public Debate r Engage Employers and Other Social Partners r Remove Ambiguities and Barriers in Governance and Finance r Increase Incentives to Make the Difficult Decisions to Improve Quality While Reducing Costs

12. Actions Continued r Establish/Enhance Policy Mechanisms to Guide and Sustain Systemic Change l At the Level of the Ministry l Across Ministries Addressing Similar Issues (early childhood and vocational) l Within the Major Sectors l At the Regional and Local Levels

13. Overall Recommendations

14. From Focus on Top Achievers to Engaging All Learners r Must Develop All Human Resources r Danger: Narrowing Disparities in the Quality of Education for Different Segments of the Population l Vocational schools l Gymnasia

15. r Specific Actions to Reach All Learners: l Aligning Testing/assessment Instruments With “Learner-centred” Philosophy of the National Curriculum –Programme for Student Assessment (PISA) l Diversifying Secondary Education l Addressing the Problem of Small Rural Schools

16. r Specific Actions (Continued) l Strengthening the Vocational Education System. l Ensuring ICT Access throughout the Education System l Developing Adult Education and Retraining System l Elaborating Policies on Student Financing l Continuing Progress Regarding Ethnic Minorities

17. Achieve More With the Same Resources Used Differently r Problem: How to Make More Efficient Use of Existing Resources r Examples of Efforts to Address Problem: l Consolidating or Merging Small Institutions l Creating Larger School Complexes l Achieving Economies of Scale to Improve Quality

18. r Avoiding Further Dispersion of Limited Available Human Resources r Decentralising School Management l Increasing Incentives for Efficient Resource Utilisation, l Training of School Directors to Make Reforms Effective

19. Balance Decentralisation and Institutional Autonomy with a New Role for Ministries of Education

20. r Decentralisation Is Important: l Consistent With Progressive Policy Developments l University Autonomy Enabled Institutions to –Improve Quality –Diversify Revenue –Improve Internal Management, –Respond More Effectively to Regional and National Priorities

21. r But Need to Balance Autonomy With a New Role for Ministry of Education: l Overall Policy Leadership and Co-ordination l Leading Change l Ensuring Accountability r Change l From: –Operating and Controlling Schools and Institutions l To: –Setting Goals –Supervising, Supporting, and Monitoring of System and Institutional Performance

22. r Priority Functions l Developing and Sustaining Public Consensus on Fundamental Goals for Education l Promoting Co-ordination Across the Government of Functions That Relate to Education l Promoting Public Accountability l Continuing to Develop Strategic Alliances With NGOs, Employers and International Organisations to Support and Sustain Reform