Most OECD countries have been introducing policies to respond to these challenges. France, for example, has focused on reforming the content and structure of its teacher-training programmes through the creation of new schools combining practical and theoretical training, while in 2008 the United States introduced an incentive-based policy offering federal grants to institutions upgrading their programmes. Finland introduced systematic professional development for school staff, including school leaders, through the OSAAVA Programme and increased government funding. Portugal has developed a comprehensive strategy and introduced initial school leadership training.