English, Excel, 1,419kb
Portugal’s ECEC country report
'Untapped Skills: Realising the Potential of Immigrant Students' examines the performance of immigrant students in PISA and provides in-depth look at factors such as language and socio-economic disadvantage, that can hinder full integration of immigrant students into their host societi
By Charles Fadel - Founder & chairman, Center for Curriculum Redesign It has become clear that teaching skills requires answering “What should students learn in the 21st century?” on a deep and broad basis. Teachers need to have the time and flexibility to develop knowledge, skills, and character, while also considering the meta-layer/fourth dimension that includes learning how to learn, interdisciplinarity, and personalisation.
The Teaching in Focus briefs shed new light on issues surrounding the teaching and learning environment in schools and teachers’ working conditions.
The OECD Program for International Student Assessment (PISA) and the OECD Teaching and Learning International Survey (TALIS) constitute two of the largest ongoing international student and teacher surveys presently underway.
"The OECD Skills Strategy is designed to help countries build better skills policies and turn them into jobs, growth, and better lives." - Mr. Angel Gurría, Secretary-General of the OECD
English, Excel, 3,729kb
A country’s success in integrating immigrants’ children is a key benchmark of the efficacy of social policy in general and education policy in particular. The variance in performance gaps between immigrant and non-immigrant students across countries, even after adjusting for socio-economic background, suggests that policy has an important role to play in eliminating such gaps.
The report examines whether and how parents’ involvement is related to their child’s proficiency in and enjoyment of reading -- and it also offers comfort to parents who are concerned that they don’t have enough time or the requisite academic knowledge to help their children succeed in school.&l
While a number of single-country studies have been done to explore whether or not there is a "critical age" at which the arrival in a new country becomes a steep disadvantage to the immigrant student, this study aims to determine whether the steepness of the age-at-arrival/test score profile varies across origin or destination countries. As expected, the later the arrival, the greater the penalty. However results vary according to
This study provides a literature review on school funding formulas across OECD countries. It looks at three salient questions from a comparative perspective: i) What kind of school formula funding schemes exist and how are they used, particularly for promoting the needs of socially disadvantaged pupils?; ii) How do school formula funding regimes perform according to equity and efficiency standards?; iii) What are the unresolved