An independent evidence-based assessment, on different policy domains which includes policy recommendations as well as specific project plans to be developed. In addition and upon request of the national authorities, the policy review includes consultations to discuss these plans and coordinate efforts with international agencies. The overall objective of the policy review is to help education authorities to strengthen their education system and contribute to the development of its capacities.
Typically, a policy review focuses on selected themes or sub sectors, according to the particular needs of the Member State. In the past, some themes reviewed were:
- overall assessment of the education system, focusing particularly on quality and equity, and the ways in which contextual policies, regulations, structures and specific education policies and practices might be reformed to improve education in the country.
- teaching policies and capacity building of teachers and school principals through an analysis of the assets and the shortcomings of past and current education and assessment of the opportunities for effective change or reform in the present circumstances (teacher empowerment, academic status promotion, professionalization, school leadership, social participation, multicultural education, student outcomes);
- curricular development: language proficiency, global citizenship, tolerance, and civic education;
- policies for evaluation and the assessment of achievement by PISA, O-Net, and other relevant indicators; and
- mobile learning: utilization of ICT in education and training for teachers.
Timeline: the process is expected to finish in 28 weeks, i.e. 7 months
Timing in (weeks) from date of signature of Agreement
First scooping mission
Guidelines for the country background report released
Benchmarking fact sheet completed
Literature review completed
Country background report by national team
Second (fact-finding and interpretation) mission
First draft of the final report
Third (validation) mission
Final report released
The case of Malaysia
The Malaysia Education Policy Review by UNESCO marked an important turning point for education in Malaysia, mainly because the evaluation in itself was the Ministry of Education Malaysia’s first effort to conduct an objective and comprehensive assessment of their education policy. In addition to this, the findings of the evaluation and the recommendations for improvement made by the UNESCO research team have provided invaluable input in developing the Malaysia Education Blueprint 2013 – 2025.
- Introducing UNESCO Education Policy Reviews, The case of Malaysia (PDF)
- Malaysia Education Policy Review Abridged Report, May 2013 (PDF)
Why joint UNESCO-OECD
This joint policy review is based on the principles of shared responsibility and cooperative work between the OECD and UNESCO. In order to facilitate the work for the Thailand policy review, both organizations have agreed that the OECD will lead the team in the areas of teaching policies and assessment, with contributions from UNESCO, and that UNESCO will lead the team in the areas of curriculum and technology in education, with contributions from the OECD.
- Presentation Joint OECD-UNESCO Education Policy Reviews (PDF)
- Project Outline Joint OECD-UNESCO Education Policy Review of Thailand (PDF)
The case of Thailand
With the great success of the Malaysia Policy Review, Thailand decided to undertake the same steps as a joint collaboration between OECD and UNESCO.
The deliverables will be:
- An assessment, drawing on empirical sources, of the progress made by the country in relation to both quality and equity in education, with particular emphasis on issues related to access, performance and efficiency.
- A set of policy recommendations, drawing on international experiences and best practices.
- A roadmap for implementation.
The UNESCO- OECD team will be composed of internal experts from the OECD and UNESCO, together with two external experts, who will bring additional perspectives to the review as necessary. A priority in this regard is to identify experts from educational systems that are facing or have overcome policy challenges similar to those in the country being reviewed. The OECD and UNESCO shall retain ultimate control over the review and the resulting output.
For more information please contact: UNESCO Section for Teacher Development and Education Policies. Chief of Section: Mr. Francesc Pedro. E-mail: f.pedro(at)unesco.org Tel: +331 45 68 10 17
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