By Date


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.

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.

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.

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.

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.

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.

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.

10-April-2014

English, PDF, 3,835kb

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.

7-April-2014

French, PDF, 2,092kb

Indicateurs de l'éducation à la loupe No. 17 - Les filières professionnelles du deuxième cycle du secondaire améliorent-elles les perspectives d’emploi des jeunes adultes ?

Pour un tiers de la population des pays de l’OCDE, le niveau de formation le plus élevé atteint est un diplôme d’une filière professionnelle du deuxième cycle de l’enseignement secondaire. On estime qu’environ la moitié de cette population obtiendra un diplôme d’une filière professionnelle au cours de sa vie.

1-April-2014

English

PISA 2012 - Creative Problem Solving: Students’ skills in tackling real-life problems

The capacity to engage creatively in cognitive processing to understand and resolve problem situations where a method of solution is not immediately obvious (including motivational and affective aspects).

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