Education Policy Outlook 2023.

Format:

Book

Author/Creator:

Organization for Economic Cooperation & Development, author, issuing body.

Series:

Education Policy Outlook Series

Language:

English

Subjects (All):

Environmental education.

Sustainable development.

Physical Description:

1 online resource (143 pages)

Edition:

1st ed.

Place of Publication:

Paris : Organization for Economic Cooperation & Development, 2023.

Summary:

The report "OECD Education Policy Outlook 2023" aims to support countries to follow up on the goals established by the 2022 OECD Declaration on Building Equitable Societies Through Education.

Contents:

Intro

Foreword

Editorial

Abbreviations and acronyms

Executive summary

1 Overview

Introduction

Accelerated trends and recent shocks shape global challenges in 2024 and beyond

Achieving environmental sustainability must be a priority today

Building environmental sustainability will require education and training policy to catch up with other accelerated longer-term evolutions

Managing digitalisation is the top priority for participating education systems, both for the shorter term and moving forward, with varied levels of preparedness

Strengthening equity, inclusion and diversity remains a top priority as well for education systems, particularly for the shorter term

Demographic change is expected to significantly gain relevance over the mid-term

Changing forms of democratic and civic engagement is seen as important moving forward, but with less current policy action

But recent shocks will continue to pose a challenge for societies in 2024 and beyond

Economic recovery remains modest and fragile, and skills shortages and lower productivity and population ageing may slow it further down

Global health has been an area of extensive action that made the end of the pandemic possible but, moving forward, climate change will require it to adopt a new angle

International conflict, security and development co-operation challenges will continue to require some education systems to urgently support populations from all ages and backgrounds

Disaster management and risk reduction appear of importance to fewer education systems, but climate change is likely to increase its relevance to others

Making the case for helping learners of all ages, stages and backgrounds to go green in 2024

Transitions to greener and fairer societies can help address other ongoing challenges.

Supporting environmental sustainability requires education systems to move beyond curriculum in 2024

Education thus has a crucial role to play in empowering people of all ages and backgrounds for the green transition in 2024

Empowering learners to go green also means empowering them to be responsive and resilient

References

2 Translating learners' environmental awareness into action

Formal mechanisms plus targeted programmes can foster environmental agency and engagement among all learners

Selected recent policy efforts

Establishing time, space and structures for learners to practice agency and engagement

Dedicated time and space for active or authentic learning

Formal structures and processes for learners to actively engage in environmental matters

Developing targeted initiatives that respond to learners' diverse needs and experiences

Policy lessons for fostering environmental agency and engagement among all learners

Empowered educators and broader learning contexts can nurture a culture of collective environmental action

Developing professional supports that help educators implement active environmental learning

High-quality, interdisciplinary professional learning for educators

Dedicated practical frameworks to guide teachers' professional learning and teaching

Nurturing action-oriented institutional cultures through networks and quality-management processes

Institutional networks to nurture a holistic approach to culture change

Quality-management processes to formalise efforts to shift institutional culture

Policy lessons for empowering educators and broader learning contexts

Key messages

3 Providing all learners with experiences to help them shape the green economy

Introduction.

Strengthening transversal competencies and targeting support can empower learners to shape the green transition

Promoting transversal competencies through active learning experiences

Transversal competencies to address skills gaps

Transforming STEM education for the future science workforce

Targeting resources and supports is necessary for a just transition

Some policy lessons emerge on helping learners to acquire transversal competencies through active learning experiences for 2024

Education systems must promote a culture of learning and collaboration in institutions and support external partnerships to provide experiences for all

Promoting a culture of learning and collaboration matters to bring the green curriculum to life

Supporting external partnerships can help provide more cost-effective approaches for greening initiatives

Promoting a culture of learning and collaboration

Education institutions can also be supported to develop a green institutional culture and build green partnerships

Some policy lessons emerge on supporting local learner-centred networks

4 Positioning education as a strategic sector for the transition to greener societies

The education sector is a key enabler for the transition towards greener and fairer societies, currently with room to do more

Countries and economies often have multiple and connected measures in place

Ministries of environment stand out as strong perceived partners of education ministries, while collaborations with other actors could be strengthened.

Education ministries tend to collaborate more with other actors during the design of policies related to the transition to greener and fairer societies, but less during their implementation or evaluation

Education systems need to pursue more strategic collaborations with other actors

'Climate change' is a key topic of collaboration for education ministries with most actors

Education ministries desire more collaboration on 'sustainable production and consumption'

Education ministries see high-level backing and capacity as important factors of influence, but ongoing or desired collaborations may not be aligned

Some policy lessons emerge on how education systems can increase their strategic importance for the transition to greener societies

References.

Notes:

Description based on publisher supplied metadata and other sources.

ISBN:

92-64-93589-4

92-64-87532-8

OCLC:

1439599538