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.
About one in five 15-year-olds in OECD countries can be considered a reflective, communicative problem solver. These students are able to not only analyse a situation and make decisions, they are also capable of managing multiple conditions simultaneously.
Education for all children, including those with special educational needs (SENDDD) is now part of the global agenda of developing education for all.
This report presents the main findings from the OECD/PISA 2000 survey and draws upon all OECD publications produced from the OECD/PISA 2000 survey cycle.
The SENDDD-Americas project provides the opportunity of creating a system of Indicators on students with disabilities, difficulties and disadvantages that will apply across the Americas (North America, Central America and the Caribbean Islands, and South America).
This summary presents the main findings from the PISA 2000 survey and draws upon results published in Knowledge and Skills for Life – First Results from PISA (OECD, 2001), and Literacy Skills for the World of Tomorrow – Further Results from PISA (OECD, 2003), as well as upon four thematic studies