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07-Dec-2011
As in many European systems, Flemish schools are very used to school inspectors knocking on their doors. Schools have to let them in, as such external evaluation is a requirement. The inspectors make a “recommendation” to the Flemish authorities on whether or not the school should continue to be able to award official certificates and to benefit from public
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02-Dec-2011
This report presents the best current evidence about what can make teacher-oriented reforms effective. It points to examples of reforms that have produced specific results, show promise or illustrate imaginative ways of implementing change.
It summarizes the evidence that underpinned the first International Summit on the Teaching Profession held in New York in March 2011 and reflects on the lessons that have been learned. The promising avenues it explores not only include measures at recruitment stage, they also involve transforming the teaching profession from within.
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21-Nov-2011
In recent years, we’ve been treated to reams of op-ed articles about how we need better teachers in our public schools and, if only the teachers’ unions would go away, our kids would score like Singapore’s on the big international tests. There’s no question that a great teacher can make a huge difference in a student’s achievement, and we need to recruit, train and reward more such teachers. But here’s what some new studies are also showing: We need better parents. Parents more focused on their children’s education can also make a huge difference in a student’s achievement.
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10-Nov-2011
By Andreas Schleicher (Special Adviser on Education Policy at the Organisation for Economic Co-operation and Development)
Learning outcomes are the result of what happens in classrooms, and what happens in classrooms is mainly shaped by teachers. That's why the quality of an education system cannot exceed the quality of its teachers. The quality of teachers, in turn, is a function of the pool from which teachers are drawn, the standards of university-level teacher-preparation programs, and the quality of their initial training, induction, and continued professional development.
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27-Oct-2011
La OCDE confirma que la muestra de PISA 2009 en Cataluña cumple con los estándares de la OCDE y es internacionalmente comparable. Las características de la muestra y las tasas de exclusión en Cataluña son también muy similares a las de anteriores evaluaciones PISA. Las afirmaciones se basan esencialmente en una interpretación errónea de los datos sobre las tasas de exclusión y estándares de muestreo de la OCDE.
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03-Aug-2011
Remarks by Angel Gurría, OECD Secretary-General, delivered at the launch of the OECD Report on the Education Policy of Greece, Athens, 2nd August 2011
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15-Mar-2011
Are today’s students prepared for the knowledge economy of the 21st century? What basic skills do they have, and how do different countries rank against each other when it comes to basic tasks such as reading, mathematics and science?
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Improving school leadership a priority for national education policies, says OECD
28-Aug-2008
Good teachers are the number one factor for excellence in student achievement but next comes high-quality leadership. Governments must do more to recruit and train the best people to run schools, according to a new OECD publication - Improving School Leadership.
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07-May-2008
The reports: Improving School Leadership: Policy and Practice; and Improving School Leadership: Case Studies and Concepts for Systemic Action, provide information and analysis to help policy makers formulate and implement school leadership policies leading to improved teaching and learning. Drawing on related literature and PISA data, the publications are based on country background reports by the participating countries and five case studies on innovative practices in (a) school leadership for systemic improvement and (b) training and development of school leaders.
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26-Feb-2008
The OECD and World Bank have signed a Memorandum of Understanding over the coming five years to co-operate on the gathering of prevalence data on children with disabilities. The intention is to provide data to inform planning to achieve the Millennium Development Goals 2 and 3. These focus on achieving universal completion of primary education by 2015 and promoting the education of girls.
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