1. Education Policy Outlook
Country Policy Profiles 2020
* Scheduled for publication in July 2020.
With financial and analytical collaboration from the European Commission for the country profiles of: Czech
Republic, Estonia, Finland, France, Germany, Ireland, Latvia, Norway, Portugal and Turkey.
*
*
http://www.oecd.org/education/profiles.htm

2. Where do these OECD education systems stand today
and how do they compare to others?
http://www.oecd.org/education/profiles.htm

3. They share some policy strengths…
Students
• All have increased participation in early childhood education and care.
• Many have increased educational attainment, particularly at tertiary level, and some have
considerably reduced school drop out rates and grade repetition.
Institutions
• Students in many countries have positive views of learning environments and teachers
while, in several countries, teacher qualification levels have risen.
• Many strengthened system level evaluation and assessment, either by restructuring and
enhancing evaluation institutions, or improving the monitoring of student outcomes.
System
• Several enjoy constructive collaborative relationships between stakeholders and some
are increasing regional and local collaboration.
• Some are increasing spending efficiency, particularly by introducing more performance-
based funding mechanisms.
Examples
Learn more about these education system’s strengths, challenges and policy efforts at: http://www.oecd.org/education/profiles.htm.

4. But also some policy challenges…
Students
• Many face large performance gaps for immigrant and/or disadvantaged students and some
must ensure that students are not directed into specific educational pathways too early.
• Several could enhance the quality of vocational education and some could improve
transitions to tertiary education while ensuring skill supply and demand are well aligned.
Institutions
• Many need to make the teaching profession more attractive and also strengthen instructional
leadership among school principals.
• Several could enhance the improvement focus of evaluation and assessment mechanisms
and many need to strengthen teacher appraisal, ensuring consistency and coherence.
System
• Many must balance coherence and autonomy in the higher education sector and some could
enhance school responsiveness.
• Several systems need to diversify funding for higher education and some should develop
more equitable approaches to school funding.
Examples
Learn more about these education system’s strengths, challenges and policy efforts at: http://www.oecd.org/education/profiles.htm.

5. NORWAY
During the school closures, Norway
held two press conferences
specifically for children, hosted by
the Prime Minister and relevant
Ministers. A 24-hour phone line was
made available to children and
young people affected by the crisis.
TURKEY
A mobile application providing
targeted content for students with
special educational needs and their
parents and teachers,
complementing the content already
published on the Education
Information Network (EBA).
Many early responses to the COVID-19 crisis were innovative (1)
FRANCE
The Learning Vacations plan
pursues both an educational
objective (by combatting the delays
that may have accumulated during
the period of confinement and the
risks of dropping out) and a social
objective (by allowing children to
experience enriching moments
during their summer).
LATVIA
To complement digital provision,
Latvia launched Your Class, daily
educational programmes broadcast
on national television and online.
The material was developed by
over 70 teachers with support from
a voluntary parents’ group.
IRELAND
Higher education institutions had
full flexibility to allocate their
Student Assistance Fund as
necessary, to support specific
students. Also, a multi-stakeholder
working group on Mitigating
Educational Disadvantage in higher
education was established to
inform responses in three key
areas: financial support to students,
ensuring access to technology and
maintaining counselling.
PORTUGAL
The #SerJovemEmCasa campaign
offered activities, workshops and
information to keep young people
stimulated at home. Youth
associations contributed ideas and
resources to the campaign.
FINLAND
An online national parents’ evening
gave parents an opportunity to
discuss learning, well-being and
collaboration between the school
and home. The Ministry of
Education and Culture, with the
participation of the Prime Minister,
held a virtual question and answer
session for children. The Ministry
also commissioned a multi-
disciplinary research team to
explore the effects of the crisis on
young people; the synthesis report
includes recommendations which
inform ongoing responses.
ESTONIA
There was a considerable increase
in the use of digital platforms,
including eSchool (2002), and E-
Schoolbag (2016), which hosts
educational resources quality-
reviewed by subject experts.
Estonia also launched a platform to
promote distance learning
opportunities for adults. Weekly,
televised lessons also supported
students in managing their learning
from home.
CZECH REPUBLIC
The MŠMT developed a handbook for
children, in comic format, informing
them about the coronavirus,
encouraging responsible behaviour
and offering emotional support.
Learn more about these education system’s strengths, challenges and policy efforts at: http://www.oecd.org/education/profiles.htm.

6. LATVIA
During closures, the State
Inspectorate for Children’s Rights
hosted a telephone hotline and
online chatbot providing
psychological support to children.
The Ministry of Education and
Science collated various websites,
tools and services promoting
children’s wellbeing.
FRANCE
The national online platform, I want to help, has been set up to connect local
volunteers with charities that meet local needs, including childcare, tutoring
and mentoring. Approximately 25 000 young people between the ages of 16
and 25 participating in the Civic Service were similarly redeployed.
NORWAY
Several efforts to monitor student
experiences at system-level helped
inform the decision to reopen and
other emergency measures.
PORTUGAL
To complement online learning,
Portugal launched
#EstudoEmCasa, eight hours of
daily educational programming
broadcast via a national television
channel, YouTube and a mobile
application. Thanks to public-
private collaboration, teachers were
also able to upload classes to
YouTube and share resources via
an online community, accessing
training and technical support.
IRELAND
In line with Ireland’s previous
efforts to value student wellbeing,
the DES promoted tailored support
offered to students, families and
teachers by the National
Educational Psychological Service.
This included guidance and advice
for staying well during confinement,
tools to help establish daily routines
and techniques for relaxation.
Student counselling services in the
tertiary sector remained available
on a remote basis, as did adult
guidance counselling.
ESTONIA
To allow students to have
meaningful school holidays despite
social distancing measures, the
Ministry of Education and
Research, in cooperation with two
media organisations, launched a
website offering a range of
activities and videos.
TURKEY
Provincial call centres were established across the country to enable teachers
to support and communicate with children with special educational needs and
their families.
FINLAND
The Device for All campaign
(2015), encouraging private sector
companies to donate laptops to
students, was expanded; EDUFI
and the Association of Finnish
Municipalities identified recipients.
CZECH REPUBLIC
The Czech Schools Inspectorate
conducted a survey of principals to
ascertain forms and methods of
distance education, reaching nearly
5 000 primary and secondary
schools. A survey of parents of
students in compulsory education
was carried out by an independent
research team.
Many early responses to the COVID-19 crisis were innovative (2)
Learn more about these education system’s strengths, challenges and policy efforts at: http://www.oecd.org/education/profiles.htm.

7. • Digital investments can pay off
• Inequity is not destiny
• Flexible transitions work
Three policy pointers for education resilience emerge
http://www.oecd.org/education/profiles.htm

8. Digital investments can
pay off
http://www.oecd.org/education/profiles.htm

9. Promising policies that establish structures to strengthen teachers’ digital skills
 Builds teachers’ capacity to develop students’ basic literacies,
including digital literacy and computational thinking.
 Includes professional development on the use of open digital
resources and teachers’ digital skills
 Provides a digital tool to map teachers’ digital competences.
Supporting Teaching Practice (2016-21)
For more information on this policy and more, go to the OECD Education Policy Outlook: Czech Republic (2020)
http://www.oecd.org/education/profiles.htm

10.  A tool to help schools assess their digital maturity and develop an
improvement plan.
 Part of the Lifelong Learning Strategy 2014-2020 aiming to embed a
digital culture in education.
 Mid-term evaluation highlighted measuring teachers’ digital
competences and schools’ digital readiness as areas of success.
Digital Mirror (2018)
For more information on this policy and more, go to the Education Policy Outlook: Estonia (2020)
Promising policies that establish structures to strengthen teachers’ digital skills
http://www.oecd.org/education/profiles.htm

11.  Is a teacher who promotes digital education and innovative pedagogy.
 Organises training, collects feedback, provides technical guidance,
shares experiences.
 Active in 90% of municipalities by 2018.
 “A highly positive impact” (survey of teachers, 2018).
Digital tutor-teachers (2016)
For more information on this policy and more, go to the Education Policy Outlook: Finland (2020)
Promising policies that establish structures to strengthen teachers’ digital skills
http://www.oecd.org/education/profiles.htm

12. Inequity is not destiny
http://www.oecd.org/education/profiles.htm

13.  Regional advisory and co-ordination centres across the country to
support migrants and refugees to access vocational training.
 In 5 years, the centres had supported around 20 000 young people
and 5 000 employers.
 Länder-level initiatives to embed additional language training in
apprenticeship programmes.
Dual VET programmes for migrants (from 2013)
For more information on this policy and more, go to the Education Policy Outlook: Germany (2020)
Promising policies that target resources to specific needs
http://www.oecd.org/education/profiles.htm

14.  Targeted support and resources to the most disadvantaged schools.
 From 2017, programmes focusing on wellbeing, transitions, teacher
training.
 Comprehensive monitoring and evaluation.
 Achievement and attainment gaps have narrowed in primary and
secondary education.
Delivering Equality of Opportunity in Schools
(DEIS) (2005); DEIS Plan 2017
For more information on this policy and more, go to the Education Policy Outlook: Ireland (2020)
Promising policies that target resources to specific needs
http://www.oecd.org/education/profiles.htm

15.  Special education development centres have a stronger role in
supporting mainstream schools (2016).
 A new school funding model allocates additional funds for students
with special educational needs (2016).
 New legislation makes inclusion mandatory (2019).
 In 2018/19, 59% of students with SEN were in mainstream schools
compared to 47% in 2013/14.
Inclusive education for students with special
educational needs (from 2016)
For more information on this policy and more, go to the Education Policy Outlook: Latvia (2020)
Promising policies that target resources to specific needs
http://www.oecd.org/education/profiles.htm

16.  A range of interventions: language programmes, extra classes,
transportation, school supplies, teacher training, awareness raising.
 Conditional cash transfer for education programme extended to
include refugees.
 School enrolment among Syrians grew from 37% in 2015/16 to 63% in
2019/20.
Promoting the integration of Syrian children
(from 2016)
For more information on this policy and more, go to the Education Policy Outlook: Turkey (2020)
Promising policies that target resources to specific needs
http://www.oecd.org/education/profiles.htm

17. Flexible transitions work
http://www.oecd.org/education/profiles.htm

18.  Upper secondary curriculum is reorganised to allow students greater
choice.
 Increased use of continuous assessment, reducing the reliance on
end-of-cycle examinations.
 Student guidance and counselling is provided throughout to improve
students’ future choices.
Reform of the Baccalaureat (2019-21)
For more information on this policy and more, go to the Education Policy Outlook: France (2020)
Promising policies that build flexibility into systems and structures
http://www.oecd.org/education/profiles.htm

19.  Alternative vocational pathway.
 Students alternate between school and work-based training.
 Students can transition to a formal vocational qualification or continue
training in a trade.
 More students go on to apprenticeships than in traditional vocational
programmes.
Certificate of practice scheme (2016)
For more information on this policy and more, go to the Education Policy Outlook: Norway (2020)
Promising policies that build flexibility into systems and structures
http://www.oecd.org/education/profiles.htm

20.  A national network of Qualifica Centres respond to learner needs at
local level.
 The Qualifica Passport provides a personalised record of learning and
guidance.
 The National Credit System enables learners to accumulate credits
across different contexts.
 From 2015-17, there was a 282% increase in certification among adult
learners.
Qualifica programme for adult learning (2016)
For more information on this policy and more, go to the Education Policy Outlook 2020: Portugal (2020)
Promising policies that build flexibility into systems and structures
http://www.oecd.org/education/profiles.htm

21. The Education Policy Outlook country policy profiles provide concise analysis of an education
system’s strengths, challenges and policy efforts. In 2020, they include initial responses to the
COVID-19 pandemic.
They benefit from over a decade’s worth of policy analysis by the Education Policy Outlook, as well
as the latest OECD data, relevant thematic and country-specific work and other international and
national evidence.
ABOUT THE
EDUCATION POLICY OUTLOOK
COUNTRY POLICY PROFILES
http://www.oecd.org/education/profiles.htm

22. For more information please visit
http://www.oecd.org/education/policy-outlook/