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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.
English, PDF, 499kb
The typical teacher in lower secondary education in Latvia is a 47 year old woman, who reports having 22 years of teaching experience and who completed a teacher education or training programme. Teachers in Latvia report spending 84% of their lesson time on actual teaching and learning, and 90% teachers report overall satisfaction with their job.
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.
Most teachers enjoy their job, despite feeling unsupported and unrecognised in schools and undervalued by society at large, according to a new OECD survey.
English, PDF, 2,317kb
Across OECD countries, the median age students first graduated from university fell by 6 months between 2005 and 2011.
English, PDF, 4,361kb
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.
English, PDF, 2,297kb
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.
English, PDF, 1,907kb
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.
English, PDF, 1,502kb
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.