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The quality of teachers is one of the most important factors in student outcomes. But our policies to improve teacher quality will only succeed if we effectively evaluate and measure performance. Evaluating teachers reflects a commitment to the improvement of this most valuable and important profession, said Angel Gurría.
English, PDF, 2,024kb
Teachers – especially new ones – report that one of their greatest areas of need relates to improving classroom disciplinary climate. Many teachers are not provided feedback on their classroom disciplinary climate through formal or informal appraisals. Feedback on classroom disciplinary climate can help to improve both teacher self-efficacy and the overall quality of the classroom learning environment.
English, PDF, 5,986kb
This second volume presents information on Data Analysis and National Experiences.
Slovak, PDF, 1,559kb
Quality Matters in ECEC: Slovak Republic
2013 International Summit on the Teaching Profession
How can we measure what makes a school system work? Andreas Schleicher walks us through the PISA test, a global measurement that ranks countries against one another -- then uses that same data to help schools improve. Watch to find out where your country stacks up, and learn the single factor that makes some systems outperform others.
Education is one OECD department that has embraced the information revolution.
Most of us think of education as the great leveller; but are our education systems really doing all they can to ensure that boys and girls from all backgrounds have an equal shot at a high-quality education? As this month’s PISA in Focus reports, some countries have been more successful than others in levelling the playing field for their students.
A lo largo de los últimos 50 años, la educación superior de los países de la OCDE se ha caracterizado por los fenómenos de expansión y diversificación. Chile no es una excepción a esta tendencia: se ha experimentado un aumento espectacular en el número de alumnos, así como de la oferta de nuevas instituciones y carreras.
The exceptional turnout at the 2013 OECD/Japan Seminar in Tokyo this week, where over 300 participants from over 20 countries discussed global strategies for higher education, shows that the seminar had exactly the right agenda at exactly the right time. I asked myself how many people would have turned up had this seminar been held five years ago; or whether five years ago, Japan would have ventured to take the lead on this theme.