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  • 16-July-2014

    English

    TALIS - The OECD Teaching and Learning International Survey

    TALIS, Teaching and Learning International Survey, Teachers, Teaching, Survey, school leaders, learning environments, results, main report, schools, teaching in focus, classroom, questionnaires, data TALIS, LAUNCH,OECD Teaching and Learning International Survey,teaching,learning,international survey,survey,oecd

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  • 25-June-2014

    English

    The OECD Teaching and Learning International Survey (TALIS) - 2013 Results

    This publication offers insights and advice to teachers and school leaders on how they can improve teaching and learning in their schools. It is both a guide through TALIS and a handbook for building excellence into teaching.

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  • 25-June-2014

    English

    A Teachers' Guide to TALIS 2013 - Teaching and Learning International Survey

    This publication not only presents the main results of TALIS 2013, it also takes those findings and, backed by the research literature on education and the large body of OECD work on education, offers insights and advice to teachers and school leaders on how they can improve teaching and learning in their schools. It is both a guide through TALIS and a handbook for building excellence into teaching.

  • 25-June-2014

    English

    Teachers love their job but feel undervalued, unsupported and unrecognised, says OECD

    Most teachers enjoy their job, despite feeling unsupported and unrecognised in schools and undervalued by society at large, according to a new OECD survey.

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  • 28-May-2014

    English, PDF, 2,317kb

    Education Indicators in Focus No. 23 - At what age do university students earn their first degree?

    Across OECD countries, the median age students first graduated from university fell by 6 months between 2005 and 2011.

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  • 23-May-2014

    English, PDF, 4,361kb

    Evaluation and Assessment Review Netherlands

    This review report for the Netherlands provides, from an international perspective, an independent analysis of major issues facing the Dutch evaluation and assessment framework in education, current policy initiatives and possible future approaches. This series forms part of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes.

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  • 13-May-2014

    English, PDF, 2,297kb

    Education Indicators in Focus No. 22 - How much time do primary and lower secondary students spend in the classroom?

    Students in OECD countries are expected to receive a total of 7 751 hours of instruction on average during their primary and lower secondary education – the bulk of that time is compulsory.

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  • 2-May-2014

    English, PDF, 1,907kb

    EDU NAEC Paper Series n° 1. How closely is the distribution of skills related to countries’ overall level of social inequality and economic prosperity?

    Skills are critically important for the economic performance of countries. Greater proficiency in key skills among workers drive productivity and participation in the labour force, thus leading to increased growth and prosperity. In turn, higher economic output provides individuals, companies and the state with the resources to improve the opportunities for acquiring and developing skills.

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  • 29-April-2014

    English, PDF, 1,502kb

    A Skills beyond School Review of Israel

    Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of changing economies? How can employers and unions be engaged? The country reports in this series look at these and other questions. They form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.

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  • 10-April-2014

    English, PDF, 3,656kb

    Improving Schools in Wales: An OECD Perspective

    The report Improving Schools in Wales: An OECD Perspective proposes a comprehensive strategy for Wales to support equity and quality in its school system building on a comparative perspective. It draws upon lessons from PISA, high performers and successful reformers in education, and on the research and analysis of key aspects of education policy in Wales undertaken by the OECD-Wales Review Team.

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