By Date


  • 30-September-2016

    English

    Education in Thailand - An OECD-UNESCO Perspective

    Thailand’s education system stands at a crossroads. Significant investment has widened access to education and the country performs relatively well in international assessments compared with its peers. But the benefits have not been universally distributed and Thailand has not received the return on its spending on education that it might have expected. This report encourages Thailand to focus on four priority areas to prepare students from all backgrounds for a fast-changing world. The first is to set clear, common standards for all students through a revised and improved curriculum. The second priority is to build capacity to reliably assess students across the full range of competencies needed for success in life and in learning. Third, Thailand needs to develop a holistic strategy to prepare teachers and school leaders to deliver education reform, including implementing the revised curriculum, and to tackle teaching shortages in the most deprived areas. The final challenge is to create a comprehensive information and communications technology strategy to equip all Thailand’s schools, teachers and students for the 21st century.

  • 20-September-2016

    English

    School Leadership for Learning - Insights from TALIS 2013

    The OECD Teaching and Learning International Survey (TALIS) is the largest international survey of teachers and school leaders. Using the TALIS database, this report looks at different approaches to school leadership and the impact of school leadership on professional learning communities and on the learning climate in individual schools.

    It looks at principals’ instructional and distributed leadership across different education systems and levels. Instructional leadership comprises leadership practices that involve the planning, evaluation, co-ordination and improvement of teaching and learning. Distributed leadership in schools explores the degree of involvement of staff, parents or guardians, and students in school decisions.

    How are principals’ and schools’ characteristics related to instructional and distributed leadership? What types of leadership are favoured across countries? What impact do they have on the establishment of professional learning communities and positive learning environments? The report notes that teacher collaboration is more common in schools with strong instructional leadership. However, about one in three principals does not actively encourage collaboration among the teaching staff in his or her school. There is room for improvement; and both policy and practice can help achieve it. The report offers a series of policy recommendations to help strengthen school leadership.

  • 19-July-2016

    English

    Is more vocational education the answer? (OECD Education Today Blog)

    Vocational education and training can mean very different things to different people.

    Related Documents
  • 15-July-2016

    English

    A Brave New World: The new frontiers of technology and education (OECD Education Today Blog)

    When we think of technology and education, we usually think of information and communication technologies (ICTs).

    Related Documents
  • 12-July-2016

    English

    PISA in Focus No. 64 - Are there differences in how advantaged and disadvantaged students use the Internet?

    Even when all students, including the most disadvantaged, have easy access to the Internet,a digital divide, based on socio-economic status, still persists in how students use technology.

    Related Documents
  • 12-July-2016

    English

  • 8-July-2016

    English

    What does country average mean (OECD Education Today Blog)

    The international statistical system, one of the great achievements of international organisations, has mirrored the evolution of the nation-state.

    Related Documents
  • 7-July-2016

    English

    How to transform schools into learning organisations? (OECD Education Today Blog)

    Schools nowadays are required to learn faster than ever before in order to deal effectively with the growing pressures of a rapidly changing environment.

    Related Documents
  • 7-July-2016

    English, PDF, 1,423kb

    What makes a school a learning organisation? (A guide for policy makers, school leaders and teachers)

    Today’s schools must equip students with the knowledge and skills they’ll need to succeed in an uncertain, constantly changing tomorrow. But many schools look much the same today as they did a generation ago, and too many teachers are not developing the pedagogies and practices required to meet the diverse needs of 21st-century learners.

    Related Documents
  • 1-July-2016

    English

    OECD Education and Skills Newsletter - Bringing you the highlights from the OECD Directorate for Education and Skills (July, 2016)

    OECD Education and Skills Newsletter - Bringing you the highlights from the OECD Directorate for Education and Skills (July, 2016)

    Related Documents
  • 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 | 152 | 153 | 154 | 155 | 156 | 157 | 158 | 159 | 160 | 161 | 162 | 163 | 164 | 165 | 166 | 167 | 168 > >>