McKinsey & Company Education Report 2010: "How the world's most improved school systems keep getting better"

How the world's most improved school systems keep getting better

"How does a school system with poor performance become good? And how does one with good performance become excellent?
Our latest education report is the follow-up to the 2007 publication "How the world's best performing school systems come out on top," in which we examined the common attributes of high-performing school systems.
We compiled what we believe is the most comprehensive analysis of global school system reform ever assembled. This report identifies the reform elements that are replicable for school systems everywhere as well as what it really takes to achieve significant, sustained, and widespread gains in student outcomes.
In this new report, "How the world's most improved school systems keep getting better," we analyzed twenty systems from around the world, all with improving but differing levels of performance, examining how each has achieved significant, sustained, and widespread gains in student outcomes, as measured by international and national assessments.
Based on over 200 interviews with system stakeholders and analysis of some 600 interventions carried out by these systems this report identifies the reform elements that are replicable for school systems elsewhere as they move from poor to fair to good to great to excellent performance."

France. Sortie du Rapport Aghion (2e partie) : "L'excellence universitaire et l'insertion professionnelle : leçons des expériences internationales" (12/07/2010)

Cette deuxième partie du rapport, fait à la demande du Ministère de l'Enseignement Supérieur et de la Recherche, aborde une autre facette de l’excellence universitaire : la capacité des établissements d’enseignement supérieur à former des jeunes adultes aptes à s’insérer efficacement dans le marché du travail. L’insertion professionnelle des jeunes est une mission fondamentale des établissements, dont la performance ne peut pas se mesurer seulement à l’aune des classements internationaux, centrés sur les résultats de la recherche. Le présent rapport met davantage l’accent sur le premier cycle universitaire, appelé généralement Undergraduate.

Les systèmes éducatifs du Sud sous la loupe

La revue genevoise «Raisons éducatives», éditée par des chercheurs en Sciences de l'Education de l'Université de Genève, n’a pas pour habitude d’éviter les questions vives ou les enjeux sociaux. Classée comme revue A par les évaluations internationales, elle tente de faire des ponts entre la recherche et la formation. Sa journée d’études du 26 février 2010 était centrée sur les transformations des systèmes éducatifs dans les pays du Sud. Dans une période marquée par une pression grandissante des normes internationales en matière d'organisation scolaire, l'éclairage de chaque intervenant sur une situation locale a permis d'éclairer un paysage global. Avec une question de fond en filigrane : en quoi ce qui se passe ailleurs éclaire ce qui peut aussi être en transformation chez nous ?... "On voit de manière plus concentrée ce qui se passe de manière beaucoup plus lente dans le Nord" dira Jean-Paul Payet en concluant les travaux...

Children, their World, their Education

The Cambridge Primary Review

"Children, their World, their Education: final report and recommendations of the Cambridge Primary Review": soon to be available at the IIEP Documentation Centre

This 608-page report draws on over 4,000 published sources as well as the Review’s extensive evidence from written submissions, face-to-face soundings and searches of official data. Part 1 sets the scene and tracks primary education policy since the 1960s. Part 2 examines children’s development and learning, their lives outside school and their needs, aspirations and prospects in a changing world. Part 3 explores what goes on in primary schools, from the formative early years to aims, curriculum, pedagogy, assessment, standards and school organisation. Part 4 deals with the system as a whole: ages and stages; schools and other agencies; teacher training, leadership and workforce reform; governance, funding and policy. Part 5 draws everything together with 78 formal conclusions and 75 recommendations for future policy and practice.