OECD Home › Directorate for Education and Skills › Early childhood and schools › Latest Documents
Spanish, , 986kb
Con más de 34 millones de estudiantes, de los cuales alrededor de 26 millones cursan la educación básica, el sistema educativo en México es numeroso y complejo: pobreza y desigualdad, variedad étnica y lingüística son algunos de los rasgos que lo caracterizan.
The debate on teacher education has gained special importance, as teacher quality is more and more being identified as decisive to student outcomes. It is now acknowledged that teachers are the school variable that influences the most student achievement.
Spanish, , 725kb
Este documento ofrece un breve panorama de los procesos de centralización y descentralización ocurridos en la estructura organizativa del sistema educativo nacional.
Spanish, , 1,255kb
Este informe presenta la situación actual en que se desenvuelve el liderazgo en las escuelas del sistema de educación básica en México (SEBM).
Japanese, , 295kb
English, , 1,906kb
Norway follows the social model of disability, where “disability” is defined as a product of socially constructed barriers restricting individuals with impairments from participating equally in society.
English, , 413kb
The present country report describes the context of the policies and provisions related to support and aid for students with disabilities or learning difficulties in Denmark. It also describes the key factors that are influencing transition policies in the educational field for disabled students and includes references and descriptions of related factors in the field of employment.
English, , 2,297kb
This report provides an external, independent review of teacher evaluation in Portugal and offers our assessment of the strengths of the current model and ways in which it needs to be improved in order to be successfully implemented.
This OECD Review provides, from an international perspective, an assessment of teacher evaluation in Portugal, including recommendations for policy development and implementation.
This paper discusses the most relevant issues concerning teacher evaluation in primary and secondary education by reviewing the recent literature and analysing current practices within the OECD countries.