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220928 ||| eng |
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1 |
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|a Gouëdard, Pierre
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| 245 |
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|a Developing indicators to support the implementation of education policies
|h Elektronische Ressource
|c Pierre, Gouëdard
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| 260 |
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|a Paris
|b OECD Publishing
|c 2021
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| 300 |
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|a 50 p
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| 653 |
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|a Education
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| 041 |
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7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b OECD
|a OECD Books and Papers
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| 490 |
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|a OECD Education Working Papers
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| 024 |
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|a /10.1787/b9f04dd0-en
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| 856 |
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|a oecd-ilibrary.org
|u https://doi.org/10.1787/b9f04dd0-en
|x Verlag
|3 Volltext
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|a 370
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| 520 |
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|a Across OECD countries, the increasing demand for evidence-based policy making has further led governments to design policies jointly with clear measurable objectives, and to define relevant indicators to monitor their achievement. This paper discusses the importance of such indicators in supporting the implementation of education policies. Building on the OECD education policy implementation framework, the paper reviews the role of indicators along each of the dimensions of the framework, namely smart policy design, inclusive stakeholder engagement, and conducive environment. It draws some lessons to improve the contribution of indicators to the implementation of education policies, while taking into account some of their perennial challenges pertaining to the unintended effects of accountability. This paper aims to provide insights to policy makers and various education stakeholders, to initiate a discussion on the use and misuse of indicators in education, and to guide future actions towards a better contribution of indicators to education policy implementation
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