Education policies should prioritise being responsive and flexible across different areas, including study pathways, school choice, curriculum design and teaching strategies. Flexibility enables schools to tailor their curriculum, create spaces for innovation and address local challenges effectively. Study pathways need to be organised and implemented in a way that responds to the needs of both students and the labour market, with a flexible combination of vocational and academic choices while maintaining consistent quality. Additionally, the teaching practices employed in classrooms significantly impact student learning.
百度 不同的风土人情展现着相同的新春景象，美轮美奂的场景诉说着时代的发展巨变，这样的春晚，让人眼前一亮，赞叹不已。
An equitable education system provides every student with the support and resources they need to reach their full potential, no matter their personal or social circumstances. By strengthening equity of access, we create learning environments that open doors for all learners, giving them fair opportunities to succeed in the future.
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Key messages
Most countries explicitly aim to improve access, quality, equity and efficiency in their education systems. However, fulfilling these objectives is a challenge for policy makers. The pursuit of equity and efficiency has often been presented as a trade-off when it comes to the allocation of resources in education. Nevertheless, efficiency and equity can go hand in hand. Drawing from the insights and policies in OECD countries, focusing on four areas can help improve both equity and efficiency: investing in high-quality early childhood education and care, improving teacher quality, reducing educational failure rates, and adapting school networks to changing demand.
To create educational environments that support all learners, teachers need to be equipped with a range of competences, knowledge and attitudes. Without adequate learning opportunities, teachers often feel unprepared to address the needs of students. Furthermore, school leaders play an important role in facilitating equitable teaching, and are central actors in shaping and driving the effective implementation of fair practices.
Context
Socio-economically disadvantaged students underperform their advantaged peers
On average across OECD countries, socio-economically advantaged students (those in the top quarter of the distribution in the ESCS index) scored 93 points more in mathematics than disadvantaged students (those in the bottom quarter of the distribution). The gap between these two groups of students is higher than 93 score points in 22 countries or economies while the gap is 50 points or less in 13 countries or economies.
Mean performance in mathematics, by national quarter of socio-economic status (2022)
Higher education levels typically lead to better job opportunities and higher earnings
The earnings advantage can vary based on age, gender, programme type and field of study. The intensity of the participation in the labour market also affects earnings. Similarly, workers with more labour-market experience tend to have higher incomes. Gender wage gaps persist globally, regardless of age, education level or programme type.
