As jobs increasingly involve analysing and communicating information, individuals with poor literacy skills are more likely to find themselves at risk.
English, PDF, 4,143kb
This report was prepared by the Educational Policy Institute, Ministry of Education, Science, Research and Sport of the Slovak Republic, as an input to the OECD Review of Policies to Improve the Effectiveness of Resource Use in Schools (School Resources Review).
PISA for Development, launched on the 27th of March 2015 in Guatemala, provides an opportunity to improve the quality of education in Guatemala and throughout the developing world.
ISTP 2015 will be held in Banff, Alberta, on March 29–30, 2015, and will bring together education ministers and leaders of teachers’ unions and associations from a number of high-performing and rapidly improving education systems.
The Indonesian education system is immense and diverse. It reflects aspects of its past, with a diverse ethnic and religious heritage, and a struggle for national identity.
French, PDF, 968kb
La calidad del sistema educacional de hoy es la base para la prosperidad económica y social del país de mañana.
Teachers report participating in more non-school than school embedded professional development (i.e. professional development that is grounded in teachers daily professional practices). Participation in non-school and school embedded professional development varies greatly between countries.
The new Teaching in Focus brief shows that professional development embedded in school life has more impact on teaching practice than non-school embedded professional development.
by J. Alan McIsaac (Vice-Chair, Council of Ministers of Education, Canada (CMEC), Minister, Education and Early Childhood Development, Prince Edward Island)
Successful education systems are those that promote leadership at all levels, thereby encouraging teachers and principals, regardless of the formal positions they occupy, to lead innovation in the classroom, the school and the system as a whole. This report summarises evidence from the OECD Teaching and Learning International Survey and the OECD Programme for International Student Assessment that underpins the three themes of the 2015 International Summit on the Teaching Profession: school leadership, teachers’ self-efficacy and innovation in education. It also offers examples from around the world of how some schools are introducing innovative ways of teaching and learning to better equip students with the skills they need to participate fully in 21st-century global economies.