By Date


  • 12-April-2016

    English

    Governing Education in a Complex World

    What models of governance are effective in complex education systems? In all systems an increasing number of stakeholders are involved in designing, delivering and monitoring education. Like our societies, education systems are increasingly diverse regarding students, teachers and communities, as well as the values and identities we expect education to deliver. These trends have increased the complexity of education systems, leaving decision makers on all governance levels with the question of how to successfully manoeuvre in this highly dynamic policy area.
    Governing Education in a Complex World addresses key challenges involved in governing modern education systems, looking specifically at complexity, accountability, capacity building and strategic thinking. The publication brings together research from the OECD Secretariat and invited chapters from international scholars to provide a state of the art analysis and a fresh perspective on some of the most challenging issues facing educational systems today.
    Creating the open, dynamic and strategic governance systems necessary for governing complex systems is not easy. This volume challenges our traditional concepts of education governance through work on complexity, collaborative networks and decision-making. In doing so it sets the agenda for thinking about the inclusive and adaptable systems necessary for governing education in today’s world. The volume will be a useful resource for those interested in education governance and complexity, particularly policy-makers, education leaders, teachers and the education research community.

  • 6-April-2016

    English

    OECD Reviews of School Resources: Estonia 2016

    The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.
    The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources, such as learning time.
    This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.

  • 5-April-2016

    English

    How far from the tree does the leaf fall? (OECD Education&Skills Today Blog)

    Equality of opportunity is a lofty ideal, but some societies get closer to achieving it than others.

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  • 25-March-2016

    English

    OECD Reviews of School Resources: Lithuania 2016

    The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.
    The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources, such as learning time.
    This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.

  • 21-March-2016

    English, PDF, 1,676kb

    TALIS 2018 brochure

    Brochure for the Teaching and Learning International Survey (TALIS) 2018. TALIS asks teachers and schools about their working conditions and the learning environments. It covers important themes such as initial teacher education and professional development; what sort of appraisal and feedback teachers get; the school climate; school leadership; and teachers’ instructional beliefs and pedagogical practices.

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  • 18-March-2016

    English

    PISA in Focus No. 61 - Is memorisation a good strategy for learning mathematics?

    Fewer 15-year-olds in East Asian countries reported that they use memorisation than did 15-year-olds in some of the English-speaking countries to whom they are often compared.

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  • 18-March-2016

    English

    Learning by heart may not be best for your mind (OECD Education&Skills Today Blog)

    Students who avoid making an effort to understand mathematics concepts may succeed in some school environments; but a lack of deep, critical and creative thinking may seriously penalise these students later in life when confronted with real, complex problems.

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  • 14-March-2016

    English

    OECD Education and Skills Newsletter - March 2016

    Bringing you the highlights from the OECD Directorate for Education and Skills

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  • 9-March-2016

    English

    Education Indicators in Focus No. 39 - The internationalisation of doctoral and master's studies

    One in ten students at the master’s or equivalent level is an international student in OECD countries, rising to one in four at the doctoral level.

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  • 9-March-2016

    English

    Is international academic migration stimulating scientific research and innovation? (OECD Education&Skills Today Blog)

    Today, around 5 million students study and do research in a country other than their own, attracted by the quality of overseas universities and willing to complement their education portfolio with international experience.

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