Latest Documents


  • 20-September-2016

    English

    School Leadership for Learning - Insights from TALIS 2013

    The OECD Teaching and Learning International Survey (TALIS) is the largest international survey of teachers and school leaders. Using the TALIS database, this report looks at different approaches to school leadership and the impact of school leadership on professional learning communities and on the learning climate in individual schools.

    It looks at principals’ instructional and distributed leadership across different education systems and levels. Instructional leadership comprises leadership practices that involve the planning, evaluation, co-ordination and improvement of teaching and learning. Distributed leadership in schools explores the degree of involvement of staff, parents or guardians, and students in school decisions.

    How are principals’ and schools’ characteristics related to instructional and distributed leadership? What types of leadership are favoured across countries? What impact do they have on the establishment of professional learning communities and positive learning environments? The report notes that teacher collaboration is more common in schools with strong instructional leadership. However, about one in three principals does not actively encourage collaboration among the teaching staff in his or her school. There is room for improvement; and both policy and practice can help achieve it. The report offers a series of policy recommendations to help strengthen school leadership.

  • 12-July-2016

    English

    PISA in Focus No. 64 - Are there differences in how advantaged and disadvantaged students use the Internet?

    Even when all students, including the most disadvantaged, have easy access to the Internet,a digital divide, based on socio-economic status, still persists in how students use technology.

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  • 12-July-2016

    English

  • 7-July-2016

    English

    How to transform schools into learning organisations? (OECD Education Today Blog)

    Schools nowadays are required to learn faster than ever before in order to deal effectively with the growing pressures of a rapidly changing environment.

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  • 7-July-2016

    English, PDF, 1,423kb

    What makes a school a learning organisation? (A guide for policy makers, school leaders and teachers)

    Today’s schools must equip students with the knowledge and skills they’ll need to succeed in an uncertain, constantly changing tomorrow. But many schools look much the same today as they did a generation ago, and too many teachers are not developing the pedagogies and practices required to meet the diverse needs of 21st-century learners.

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  • 20-June-2016

    English

    PISA in Focus No. No 63 - Are disadvantaged students given equal opportunities to learn mathematics?

    On average across OECD countries, the 20% of students who are most exposed to pure mathematics tasks (equations) score, on the PISA mathematics test, the equivalent of almost two school years ahead of the 20% of students who are least exposed.

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  • 20-June-2016

    English

    Making all students count (OECD Education Today Blog)

    Many students who participated in PISA 2012 reported that they have hardly been exposed to fundamental concepts in mathematics, like arithmetic means or linear equations, which form the basis of the numeracy skills that they will need to thrive as adults.

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  • 20-June-2016

    English

    Equations and Inequalities - Making Mathematics Accessible to All

    More than ever, students need to engage with mathematical concepts, think quantitatively and analytically, and communicate using mathematics. All these skills are central to a young person’s preparedness to tackle problems that arise at work and in life beyond the classroom. But the reality is that many students are not familiar with basic mathematics concepts and, at school, only practice routine tasks that do not improve their ability to think quantitatively and solve real-life, complex problems.

    How can we break this pattern? This report, based on results from PISA 2012, shows that one way forward is to ensure that all students spend more “engaged” time learning core mathematics concepts and solving challenging mathematics tasks. The opportunity to learn mathematics content – the time students spend learning mathematics topics and practising maths tasks at school – can accurately predict mathematics literacy. Differences in students’ familiarity with mathematics concepts explain a substantial share of performance disparities in PISA between socio-economically advantaged and disadvantaged students. Widening access to mathematics content can raise average levels of achievement and, at the same time, reduce inequalities in education and in society at large.

  • 16-June-2016

    English

    Education Indicators in Focus No. 42 - What are the benefits from early childhood education?

    Early childhood education and care programmes (ECEC) have become more accessible in recent years, with high enrolment rates in both early childhood educational development and preprimary education.

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  • 16-June-2016

    English

    Why should we improve learning opportunities for young kids (OECD Education Today Blog)

    More than hundred years ago, nations that are now members of the OECD introduced legislation to set the age compulsory education.

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