Pointers for Policy Development are designed for busy policymakers and others wanting to know the OECD’s policy advice on different education and training topics within each of the thematic reviews carried out by the Education and Training Policy Division.
Net migration to OECD countries has tripled since 1960. Today, immigrant students comprise 10 to 20% of the student population in many OECD countries. Some countries have long histories of immigration; others have experienced an unprecedented increase in the last decade.
PISA 2009 Assessment Framework - Key Competencies in Reading, Mathematics and Science presents the theory behind the development of the PISA 2009 survey, the results of which will be released in December 2010.
The Programme for International Student Assessment (PISA ) is an internationally standardised assessment that was jointly developed by participating countries and administered to 15-year-olds in schools.
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TALIS is the first international survey to focus on the working conditions of teachers and the learning environment in schools. It focuses on four main research areas: school leadership; professional development; teacher appraisal and feedback; and teaching practices, beliefs and attitudes.
This report presents the findings of our review of the evidence base on comparative practices of teacher selection and recruitment, specifically on the different mechanisms countries use to assess teacher readiness to take up teaching posts, with particular emphasis on testing or examinations.
This paper uses an approximate average percent-correct methodology to compare the ranks that would be obtained for PISA 2006 countries if the rankings had been derived from items judged by each country to be of highest priority for inclusion.
Teaching and Learning International Survey (TALIS) data are now available. Data files are available in SPSS, SAS and SAS XPORT, for all countries combined as well as for individual countries.
Using PISA data from 2006, this report focuses on how 15-year-old students use learning time, both in and out of school.
Improving equity, overcoming school failure, and decreasing the number of dropouts from upper secondary are key policy priorities across OECD countries.