For well over a decade, the OECD has developed and published a broad range of comparative indicators that provide insights into the functioning of education systems. These provide crucial information on the functioning, evolution and impact of education, from early childhood through formal education to learning and training throughout life. They provide an opportunity for each country to see its education system in the light of other
This project brings together public, private, and independent sectors in transnational partnerships to help empower disadvantaged youth in a number of different countries and situations and to understand the nature and dynamics of such partnerships.
The objective is to develop special needs education in Southeast Europe (SEE) countries through gathering statistics, setting up a data base, implementing teacher training and supporting national governments in the reform of their education systems concerning this field of education.
The goal is to develop comparable statistics and indicators on students with disabilities, learning difficulties and disadvantages (SENDDD) to inform national and international policy-making.
The project is centred on workshops to review the main aspects of evidence-based policy research, discuss what constitutes evidence for research in education, how that evidence can best be utilized, and possible solutions to challenges observed by participating countries.
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We use the PISA student-level achievement database to estimate international education production functions. Student characteristics, family backgrounds, home inputs, resources, teachers, and institutions are all significantly related to math, science, and reading achievement. Our models account for more than 85% of the between-country performance variation, with roughly 25% accruing to institutional variation. Student performance is
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The current situation in France is not characterised by the shortage of candidate teachers experienced in some neighbouring countries. However, the age structure of the French population is not favourable in view of the high demand for new teachers to be met in the coming years as a result of the high expected number of retiring teachers. Hence, France will also be faced with the problem studied by the OECD. In fact, four factors will
Education has been a central priority for Chile since the return of a democratic government in 1990. Thanks to a sustained economic growth and a commitment to increasing public investment in education, Chile has made a number of key improvements to the education system during this period. A recent reform ensures twelve years of free and compulsory schooling for all Chilean children. Enrolment in secondary education has expanded
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