How can the Netherlands move its school system “from good to great”? This report draws on international experience to look at ways in which the strong Dutch school system might go further still on the path to excellence.

The COVID-19 pandemic has offered the world and its governments many challenges in how they will conduct their responsibilities and best assist their citizens. The COVID-19 pandemic not only brought a global health emergency, but also helped to shed light on systemic inequalities, caused conspiracy and distrust within the masses, and exhausted global health services. The government and nonprofit sector, including healthcare, education, and social service organizations, will have to utilize the best practices, greater collaboration, and joint venturing to survive post pandemic. The Handbook of Research on Transforming Government, Nonprofits, and Healthcare in a Post-Pandemic Era serves as a resource for those in education, healthcare, government, social service, and other nonprofit organizations who wish to advance their missions in an age of uncertainty. It further discusses how democracy can continue to advance the world, its countries, and the way that we see one another. Covering topics such as BIPOC academic leaders, economic development, and health science education, this premier reference source is an essential resource for government officials, public administration, community leaders, advocacy networks, social service organizations, hospital administrators, health officials, medical professionals, students and faculty of higher education, researchers, and academicians.

This open access handbook brings together the latest research from a wide range of internationally influential scholars to analyze educational policy research from international, historical and interdisciplinary perspectives. By effectively breaking through the boundaries between countries and disciplines, it presents new theories, techniques and methods for contemporary education policy, and illustrates the educational policies and educational reform practices that various countries have introduced to meet the challenges of continuous change. Based on an analysis of the nature of education policy and education reform, this volume focuses on education reform and the concept of education quality. Adopting a historical and comparative perspective, it examines the dialectical relationship between education policy and education reform in various countries, assesses theoretical and practical issues in the process of moving from regulation to multiple governance in contemporary education administration, and explores the impact of globalization on national education reform and the interdependence between countries. In addition, it presents studies addressing educational policy research methodology from multiple perspectives. Highlighting the changes in national education macro policies, this volume comprehensively reveals the complex relationship between contemporary education reform and social change, and explores the links between contemporary social, political and economic systems and educational policy research and practice, offering a holistic portrait of macro trends in contemporary education reform.

Romania’s education system has made impressive strides over the past two decades, with an increasing share of students mastering the basic competencies that they need for life and work. But these average improvements mask significant disparities in learning outcomes and attainment, with an ...

The OECD Skills Strategy Diagnostic Report: Netherlands identifies the following three skills priorities for the Netherlands - fostering more equitable skills outcomes, creating skills-intensive workplaces, and promoting a learning culture.

The Netherlands is experiencing strong growth and tight labour markets, with favourable economic prospects and sound public finances. But there are downward financial risks to the economic outlook and the country is exposed to Brexit. Looking forward, reforms are needed to move toward a more ...

Over the past three decades, Bulgaria has carried out important structural reforms which have helped the country reach higher levels of socio-economic development. However, long-standing social disparities and income inequalities remain and Bulgaria’s overall productivity gains have not fully translated into sustainable and inclusive growth.

This book examines socioeconomic inequality and student outcomes across various Western industrialized nations and the varying success they have had in addressing achievement gaps in lower socioeconomic status student populations. It presents the national profiles of countries with notable achievement gaps within the respective school-aged student populations, explains the trajectory of achievement results in relation to both national and international large-scale assessment measures, and discusses how relevant education policies have evolved within their national contexts. Most importantly, the national profiles investigate the effectiveness of policy responses that have been adopted to close the achievement gap in lower socioeconomic status student populations. This book provides a cross-national analysis of policy approaches designed to address socioeconomic inequality.

Structural and institutional strengths, a strong crisis response and a high level of digitalisation have helped the Netherlands to weather the COVID-19 crisis with so far limited economic damage compared to many OECD countries. Several long-standing challenges are set to affect the strength of the recovery and its long-term sustainability.

The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere ...