Annex C. Education policy priorities identified by the OECD and participating education systems

This annex includes the list of priorities identified by the OECD in its previous work with participating education systems from 2008 to 2018, as found in Annex A, which includes a list of all OECD publications consulted for this analysis. Priorities according to participating education systems are based on consultation and validation processes conducted with participating education systems as part of the Education Policy Outlook activities (see the Reader’s Guide).

To compare previous OECD analysis and country responses: Education systems displayed in bold are those where the policy priority was identified by both the OECD and the education system during consultation and validation activities with participating education systems. For a more detailed explanation of the terminology and classification of policy priorities, see the Readers’ Guide.

Table A C.1. School improvement: Priorities according to the OECD and participating education systems
	Analysis of OECD work	EPO Survey responses
	Improving learning conditions to support all students	Making learning environments more inclusive for all students and provide support to schools
Identified between 2015-19	AUT, BEL (Fl.), CAN, CHL, COL, DNK, FRA, GRC, LVA	BEL (Fr.), CHL, GRC, LVA, NZL, PRT, SVN
Identified at least between 2008-14	SVK	CAN (federal view), CZE, DNK, ESP, FRA, HUN, IRL, ITA, JPN, KOR, LVA, NOR, SWE
	General strategies for school support staff: improving the recruitment, organisation and competences	Improving the working conditions of school support staff
Identified between 2015-19	EST, KAZ, LVA	N/A
Identified at least between 2008-14	CZE, FIN, GBR (WLS), JPN, SVK	EST
	Attracting and retaining (a sufficient number of) (high-quality) teachers	Making the teaching profession more attractive and retain teachers in the profession
Identified between 2015-19	BEL (De., Fl., Fr.), GBR (ENG, NIRL, SCT, WLS), ITA, LTU, LVA, SVK, SWE	IRL, ISL
Identified at least between 2008-14	AUS, FIN, ISL, JPN, MEX, SVK	BEL (De., Fl.), CAN, CZE, DEU, EST, GBR (ENG), HUN, JPN, LVA, SVK, SWE
	Teacher qualifications, skills and training: improve, provide access, increase participation	Improving teacher education and competencies
Identified between 2015-19	BEL (Fl.), CHL, COL, DEU, DNK, EST, GBR (SCT), KAZ, LTU, LVA, PRT, SVK, SWE	CHL, CZE, GRC, KAZ, NOR
Identified at least between 2008-14	CHL, DNK, FIN, GBR (ENG, NIRL, WLS), ISL, JPN, MEX, NOR, PRT, SVK, SWE	AUS, BEL (Fr.), ESP, FIN, ISL, ITA, KOR, LVA, MEX, NZL, PRT, SVN, TUR
	Improving the working conditions of teachers and the operation of the teacher labour market	Improving the working conditions of teachers
Identified between 2015-19	BEL (Fl.), GRC, KAZ	CZE, DEU, GRC, KAZ
Identified at least between 2008-14	DEU, HUN, ISL, MEX, SVK	BEL (De., Fl.), DNK, LVA
	Raising the attractiveness of the school leadership position	Making the school leadership profession more attractive
Identified between 2015-19	CHL, EST, SVK, SWE	N/A
Identified at least between 2008-14	N/A	CZE, GBR (ENG)
	Increasing qualifications and participation in professional development and define role of school leaders	Improving the competencies of school leaders
Identified between 2015-19	AUT, CHL, COL, GRC, KAZ, SVK, SWE	GRC
Identified at least between 2008-14	CHL, FIN, GBR (WLS), MEX, SVK, SWE	BEL (Fr.), CHL, DNK, KOR, SVN

Table A C.2. Evaluation and assessment: Priorities according to the OECD and participating education systems
	Analysis of OECD work	EPO Survey responses
	Enhancing the quality and reliability of student assessments (e.g. through validation, further development, managing detrimental effects and sources of inequity, or ensuring alignment to curriculum)	Related to student assessment
Identified between 2015-19	COL, DEU, DNK, GBR (ENG), KAZ	CZE, SVN
Identified at least between 2008-14	CZE, GBR (NIRL), MEX, SVK	HUN, ISL, ITA, MEX, NZL
	Building assessment competencies among both teachers and school leaders to strengthen classroom-based assessment and prevent inequities in grading	Related to competencies of teachers and school leaders
Identified between 2015-19	COL, SVK, SWE	N/A
Identified at least between 2008-14	CZE, DNK, MEX, PRT, SWE	N/A
	Establishing effective teacher appraisal to help teachers improve their practice in order to improve student learning	Related to teacher appraisal
Identified between 2015-19	N/A	CHL
Identified at least between 2008-14	CHL, FIN, JPN, MEX, SVK, SWE	EST, MEX, SVK
	Achieving quality internal and external school evaluations that promote continuous improvement	Related to school evaluation
Identified between 2015-19	AUS, CHL, EST, FIN, GRC, ITA, LTU, SWE	BEL (Fl., Fr.), CZE, ESP, PRT
Identified at least between 2008-14	AUT, BEL (Fl.), CHL, CZE, FIN, GBR (ENG, WLS), ITA, LUX, MEX, NOR, NZL, SVK, SWE	AUS, GBR (ENG), HUN, IRL, ISL, ITA, JPN, MEX
		Related to institutional evaluation
Identified between 2015-19	N/A	N/A
Identified at least between 2008-14	N/A	BEL (Fl.)
	Absence or underdevelopment of system evaluation components, with a need to ensure quality, clarity and ongoing collection and interpretation of data to inform improvement strategies	Related to system evaluation
Identified between 2015-19	DEU, FRA, GRC, ITA, KAZ, KOR, LUX, LVA, NZL, NOR, SVK, SWE, GBR (SCT)	BEL (Fl., Fr.), CZE, KAZ, TUR
Identified at least between 2008-14	AUS, BEL (Fl.), CZE, DNK, GBR (NIRL, WLS), IRL, LUX, MEX, NOR, PRT, SVK, SWE	JPN, LVA, MEX
	Developing a coherent evaluation and assessment framework, avoiding duplication of procedures, and preventing inconsistency of objectives	Related to evaluation and assessment frameworks
Identified between 2015-19	COL, CRI, GBR (SCT)	BEL (Fr.), CHL, ITA
Identified at least between 2008-14	AUS, CZE, DEU, DNK, GBR (WLS), LUX, MEX, NOR, NZL, PRT, SVK, SWE	CHL, CZE, DNK, ESP, FIN, FRA, ISL, KOR, NOR, PRT, SVN, SWE, TUR

Table A C.3. Governance: Priorities according to the OECD and participating education systems
	Analysis of OECD work	EPO Survey responses
	Tackling unclear or unbalanced division of responsibility between national and local authorities and schools	Tackling unclear or unbalanced division of responsibility between national and local authorities and schools
Identified between 2015-19	AUT, BEL (De., Fl., Fr.), EST, FRA, GBR (SCT), GRC, JPN, KAZ, LVA, LTU, NOR, PRT, SVN, SWE, TUR	CZE, HUN, MEX
Identified at least between 2008-14	AUS, CZE, GBR (WLS), HUN, ISL, ITA, JPN, KOR, LUX, NOR, SVK, TUR	AUS, AUT, BEL (Fl., Fr.), CHL, ESP, EST, FIN, GBR (ENG), ITA, LVA, MEX, NZL, NOR, PRT, SVK, SWE, TUR
	Putting in place quality assurance mechanisms	Putting in place quality assurance mechanisms
Identified between 2015-19	AUS, COL, CZE, EST, GBR (ENG), GRC, KAZ, LVA, NOR, SVK	N/A
Identified at least between 2008-14	COL, CZE, GBR (NIRL, SCT, WLS), KOR, MEX, NZL, PRT, SVK	CHL, HUN, SVN
	Strengthening data collection for monitoring and accountability	Strengthening data collection for monitoring and accountability
Identified between 2015-19	AUT, CAN, DNK, BEL (Fl.), KAZ, LVA, LTU, NOR, SWE	BEL (Fl.), KAZ
Identified at least between 2008-14	HUN	AUS, CZE
	Setting objectives for the education system	Defining national education priorities and goals
Identified between 2015-19	AUS, BEL (Fl.), CHL, COL, CRI, GBR (ENG), GRC, ISL, JPN, KAZ, LVA, LTU, SWE	BEL (Fl., Fr.), CZE, DNK, GRC, PRT, SWE
Identified at least between 2008-14	CZE, GBR (NIRL, WLS), TUR	AUT, CAN, DEU, DNK, ESP, FRA, IRL, ITA, JPN
	Engaging stakeholders in decision making	Engaging stakeholders in decision making
Identified between 2015-19	AUS, CAN, CHL, CRI, EST, FIN, GBR (ENG), IRL, ITA, JPN, KAZ, LVA, LUX, NZL, NOR, POL, SVN	CZE, KAZ, MEX
Identified at least between 2008-14	CZE, FRA, DEU, GBR (ENG, WLS), ISL, ITA, JPN, LUX, MEX, NZL, SVK, SVN, SWE	ISL, JPN

Table A C.4. Funding: Priorities according to the OECD and participating education systems
	Analysis of OECD work	EPO Survey responses
	Increasing educational expenditure	Maintaining adequate funding for education, avoiding budget cuts
Identified between 2015-19	AUS, BEL (Fl.), CAN, CHL, COL, CRI, DEU, EST, GBR (ENG), HUN, ITA, KAZ, LVA, MEX, SVK	AUT, BEL (Fl.), CZE, DEU, MEX
Identified at least between 2008-14	JPN, KOR, MEX, SVN, TUR, USA	ISL, IRL, SVK, TUR
	Improving efficiency in use of resources	Improving efficiency in use of resources
Identified between 2015-19	BEL (Fl.), CHL, DNK, FRA, GBR (ENG), ISL, KAZ, KOR, LVA, LTU, NOR, SVK, SVN, SWE,	BEL (De., Fl., Fr.), KAZ, MEX, SWE
Identified at least between 2008-14	BEL (Fl.), IRL, ISL, ITA, SVN	BEL (Fl., Fr.), CZE, ESP, FIN, ITA, KOR, LVA, MEX, PRT
	Refining criteria and mechanisms used to allocate funding to education institutions	Refining criteria and mechanisms used to allocate funding to education institutions
Identified between 2015-19	AUT, BEL (Fl.), CHL, COL, CZE, KAZ, LTU, NOR, SVN	BEL (Fr.), MEX
Identified at least between 2008-14	AUS, IRL, SVN	HUN, LVA
	Revising sources of funding in educational institutions	Revising sources of funding in educational
Identified between 2015-19	KAZ, LVA, SVN	CHL
Identified at least between 2008-14	AUS, CAN, EST, GBR (ENG, NIRL, SCT, WLS), IRL, ITA, JPN, POL, SVK, SVN	CAN
	Improving equity in resource allocation	Improving equity in resource allocation
Identified between 2015-19	AUS, BEL (Fl.), CAN, CHL, COL, DEU, GBR (ENG, NIRL, SCT, WLS), JPN, KAZ, NOR, SVN, SWE	AUT, CZE, DNK, MEX, SVN
Identified at least between 2008-14	N/A	BEL (De., Fr.), FRA, DEU, NZL
	Tackling shortages of human and material resources in schools	Tackling shortages of high-quality teachers and school leaders
Identified between 2015-19	AUT, BEL (Fl.), CHL, KAZ, LTU, MEX, NZL, SWE	CHL, KAZ
Identified at least between 2008-14	FIN, ISL, KOR, SVK	N/A

Annex C. Education policy priorities identified by the OECD and participating education systems