By Date


  • 11-December-2015

    English

    OECD Education and Skills Newsletter - December 2015

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

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  • 11-December-2015

    English

    OECD Reviews of School Resources: Flemish Community of Belgium 2015

    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.

  • 11-December-2015

    English

    A Review of International Large-Scale Assessments in Education - Assessing Component Skills and Collecting Contextual Data

    The OECD has initiated PISA for Development (PISA-D) in response to the rising need of developing countries to collect data about their education systems and the capacity of their student bodies. This report aims to compare and contrast approaches regarding the instruments that are used to collect data on (a) component skills and cognitive instruments, (b) contextual frameworks, and (c) the implementation of the different international assessments, as well as approaches to include children who are not at school, and the ways in which data are used. It then seeks to identify assessment practices in these three areas that will be useful for developing countries. This report reviews the major international and regional large-scale educational assessments: large-scale international surveys, school-based surveys and household-based surveys. For each of the issues discussed, there is a description of the prevailing international situation, followed by a consideration of the issue for developing countries and then a description of the relevance of the issue to PISA for Development.

  • 10-December-2015

    English

    PISA in Focus No. 58 - Who wants to become a teacher?

    Across OECD countries, 5% of students expect to work as teachers: 3% of boys and 6% of girls. The academic profile of students who expect to work as teachers varies, but in many OECD countries, students who expect to work as teachers have poorer mathematics and reading skills than other ambitious students who expect to work as professionals but not as teachers.

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  • 10-December-2015

    English

    What students don’t want to be when they grow up (OECD Education&Skills Today Blog)

    Who wants to be a teacher? As this month’s PISA in Focus shows, in many countries the teaching profession is having a hard time making itself an attractive career choice – particularly among boys and among the highest-performing students.

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  • 4-December-2015

    English, PDF, 297kb

    Students, Computers and Learning: Making the Connection - Colombia

    Despite rapidly expanding access to ICT among households, in 2012 some 37% of 15-year-old students in Colombia still had no access to a computer at home (in 2009, this proportion was 52%).

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  • 4-December-2015

    English, PDF, 4,067kb

    Schools for Skills - A New Learning Agenda for Egypt

    Egypt is going through a major political transition. It will need to manage that transition in ways that bring about greater cohesion in the Egyptian society and greater capacity to build a more competitive and sustainable economy. Effective education is the key to both these challenges.

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  • 1-December-2015

    English

    Opening up to Open Educational Resources (OECD Education&Skills Today Blog)

    Technology has indeed entered the classroom; but it has not yet changed the ways we teach and learn to the same extent that it has transformed our way of communicating in the outside world.

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  • 1-December-2015

    English

    Open Educational Resources - A Catalyst for Innovation

    Education is the key to economic, social and environmental progress, and governments around the world are looking to improve their education systems. The future of education in the 21st century is not simply about reaching more people, but about improving the quality and diversity of educational opportunities. How to best organise and support teaching and learning requires imagination, creativity and innovation.
    Open educational resources (OER) are teaching, learning and research materials that make use of tools such as open licensing to permit their free reuse, continuous improvement and repurposing by others for educational purposes. The OER community has grown considerably over the past 10 years and the impact of OER on educational systems has become a pervasive element of educational policy
    This report aims to highlight state of the art developments and practices in OER, but also to demonstrate how OER can be a tool for innovation in teaching and learning.

  • 27-November-2015

    English

    The challenges of widening participation in PISA (OECD Education&Skills Today Blog)

    Since 2000, the OECD Programme for International Student Assessment (PISA) has been measuring the skills and knowledge of 15-year-old students in over 70 countries.

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