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Today’s children will need a balanced set of cognitive, social and emotional skills in order to succeed in modern life. Their capacity to achieve goals, work effectively with others and manage emotions will be essential to meet the challenges of the 21st century. While everyone acknowledges the importance of socio-emotional skills such as perseverance, sociability and self-esteem, there is often insufficient awareness of “what
Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. This report on Egypt examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how theyshould be linked to academic and university programmes and how employers and unions can be engaged. The country reports in this series look at these and other questions.
Archived webinar - OECD Education Briefing on the latest Education Policy Outlook 2015, and the interim Education at a Glance report (January 20, 2015)
The International Summit on the Teaching Profession 2015 will be held in Banff, Alberta, on March 29–30, 2015, and will bring together education ministers and leaders of teachers’ unions and associations from a number of high-performing and rapidly improving education systems, according to results from OECD’s Programme for International Student Assessment (PISA), to discuss education policy and practice and the teaching profession.
The conference will be interactive and results-oriented. The format will be designed to foster opportunities for meaningful discussion and dialogue among participants, national representatives, international organisation representatives and experts. We will ask most participants to take an active role in the conference
If there’s one word that encapsulates the desires and aspirations of education stakeholders around the world, it is improvement.
The Education Policy Outlook is designed to help education policy makers with reform choices. It addresses the need for improvement in education in a comparative manner, while taking into account the importance of national context. Through a review of different countries’ experiences in implementing education reform, the publication offers directions and strategies to facilitate future changes.
Almost one in three teachers across countries participating in the 2013 Teaching and Learning International Survey (TALIS) reports having more than 10% of potentially disruptive students with behaviour problems in their classes. Teachers with more than one in ten students with behaviour problems spend almost twice as much time keeping order in the classroom than their peers with less than 10% of such students in their class.
Teachers can certainly face challenges in the classroom. In TALIS participating countries and economies, almost one in three teachers report having more than 10% of students with behavioural problems in their classes.
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The OECD Directorate for Education and Skills helps individuals and nations to identify and develop the knowledge and skills that drive better jobs and better lives, generate prosperity and promote social inclusion. We encourage countries to compare their experiences and learn from each other, and we accompany them in the difficult process of policy implementation.