Educational intentions of all OECD countries…

Belgium intends to conclude a pact with the providers of education and the trade unions on the teacher career. China seeks to vigorously improve the pre-service education for teachers and expand early childhood education for all children. Denmark wants to make elevating the status of the teaching profession a top national priority and underlines that educational pathways from age 0 to 18 need to strike a careful balance between social and subject-matter skills. Estonia aspires to a comprehensive reform of pre-service, in-service and co-operative professional development, following the model of the most advanced education systems. Finland seeks to develop new collaborative models for school development and teacher education development, a better alignment between curricula goals and educational assessment, and improved pedagogical use of social medial. Germany will bring the German Ministers and union leaders together to move the dialogue among the social partners beyond rhetoric. Hungary seeks to better align and reinforce the context, process, feedback and relationships among key players, aiming for genuine collaboration among stakeholders. Japan will further advance its holistic reform of preparation, recruitment and professional development. Korea wants to strengthen collaboration between school leadership and local communities. The Netherlands will introduce peer reviews for school leaders and teachers as the primary instrument for quality assurance. New Zealand will further develop a systemic approach to making successful practice common practice. Norway intends to work on career paths for teachers that can be combined with distributed and collaborative leadership and focus on how to implement national reforms all the way into the classroom. Poland will place the premium on preparing teachers for 21st century skills. Singapore seeks to further advance its whole system approach to education reform to achieve impact and sustainability. Sweden wants to do more to attract top students into the teaching profession and to create incentives to reward high performing teachers throughout their careers. Switzerland will seek new ways to create careers for teachers and to integrate other professionals into teaching. The United Kingdom seeks to promote an atmosphere and the conditions for teachers to be actively trusted and respected. The United States seeks to build a coherent and systemic process for engaging all actors in comprehensive large scale change, challenging every assumption, big or small. Of course, none of these pronouncements imply a formal commitment on the part of governments or unions, but they underline the intention of Ministers and Union leaders to move the education agenda forward. The 2013 Summit will tell how fast these visions turn into reality.”

-Andreas Schleicher (AKA the grand master of international education) here

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