Comparative Education Policy

Teachers and school leaders: the core of an education system Clémence Coutelle-Rebut Our recent class on Comparative Education Policy by Professor Pont focused on the characteristics and evolution of the education professions. Teaching policies represented 13.9 percent of education policies adopted across OECD countries between 2008 and 2014 [i] , which makes it the main lever of school improvement. These measures have always been a key feature of educational reform as they get to the very core of the learning process and have a huge potential impact on student performance. Attracting and retaining high skilled professionals, fostering continuous professional development, encouraging cooperation and pedagogical innovation within the education community … This broad set of goals seems even more significant as education systems move from increasing basic access to school towards improving educational standards and outcomes. A call for long-term vision and integrated policies ...

Johanna Steves Our class recently had the opportunity to listen to Dr. Yael Duthilleul, technical advisor on education at the Council of Europe Development Bank. The CEB is the oldest multilateral development bank in Europe and supports social sector investments. Dr. Duthilleul has spent her career working on education policy around the world. Her presentation illustrated some of the dynamics that come into play when development banks invest internationally in education projects. The current set of   Sustainable Development Goals  (SDGs) that target education (promotion of equity and quality in education and lifelong learning), as well as issues directly tied to education (gender equality, reducing inequalities, promoting peaceful and inclusive societies), has put in place a framework to guide countries as they implement new policies with the aim of reaching these objectives. Much can be learned from the experiences of development banks that help countries finance ...