English, PDF, 82kb
Starting Strong V: Transition from Early Childhood Education and Care to Primary Education – Background report – Wales
This report examines the ongoing development of education policy, practice and leadership in Scotland, by providing an independent review of the direction of the Curriculum for Excellence (CfE) and emerging impacts seen in quality and equity in Scottish schooling.
English, PDF, 4,156kb
This review describes variations in, and evidence for, pedagogical approaches in formal early childhood education and care (ECEC) settings; how pedagogy is monitored; and which policies affect pedagogical practice. Its specific focus is on comparisons of England (United Kingdom) with Japan, France, Germany, Denmark and New Zealand.
English, PDF, 3,656kb
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.
English, PDF, 4,244kb
The review explores how systems of evaluation and assessment can be used to improve the quality, equity and efficiency of school education.It looks at pupil assessment, teacher appraisal, school leader appraisal, school evaluation and system evaluation, and how these help to improve pupils’ learning.
The report highlights strategies from other countries that could serve as a model for England as it develops its early childhood education and care programme.
English, , 3,504kb
This publication is intended to be a quick reference guide for anyone with a role to play in encouraging quality through England's early childhood education and care (ECEC) curriculum.
In most countries, girls and boys now show similar results in the OECD’s PISA tests of 15-year-olds. But systematic assessment of gender differences shows that students are still being held back by their own gender-related perceptions.
Two companion volumes focusing on the improvement of school leadership. Volume 1 provides a range of policy options to help governments improve school leadership. Volume 2 examines measures taken in five countries.
The review assesses the performance of Scottish schools, using PISA findings and national test and examination results. It also examines educational reforms in Scotland in the light of reforms in countries facing similar challenges.