Publication aimed at researchers, providing information required to understand the PISA 2003 database and perform analyses in accordance with the complex methodologies used to collect and process the data.
Major education reforms are under way around the world in response to the demands of making lifelong learning opportunities available to all. The 2004 edition also includes a summary of recent major education policy changes across a wide range of fields in OECD countries.
English, , 12kb
This document is a media release for the Synthesis Report on "Teachers Matter: Attracting, Developing and Retaining Effective Teachers".
Teachers Matter provides a comprehensive, international analysis of trends and developments in the teacher workforce in 25 countries around the world; research on attracting, developing and retaining effective teachers; innovative and successful policies and practices that countries have implemented; and teacher policy options for countries to consider. While documenting many areas of concern about teachers and teaching, the report
This report looks at the extent to which the schools that students attend make a difference in performance and the relative impact of school climate, school policies and school resources on quality and equity among other things.
School Factors related to Quality and Equity uses the PISA 2000 data to analyse the effect the structure of education systems has on student performance.
English, , 6,863kb
Report produced by the Australian authorities focusing on Australia's performance in PISA 2003
Educación para todos los niños, incluyendo aquellos con necesidades educativas especiales (SENDDD por sus siglas en Ingles) es ahora parte de la agenda global del desarrollo de la educación para todos. Este objetivo se ha conseguido después de discusiones muy largas dentro de la comunidad internacional y posterior a las conferencias en Jomtien (1990) en Salamanca (1994) y más recientemente en Dakar (2000).
German, , 4,336kb
Lernen für die Welt von morgen Erste Ergebnisse von PISA 2003
Formative assessment – the frequent assessments of student progress to identify learning needs and shape teaching – has become a prominent issue in education reform.