Discussions were organised around the following three areas of focus: the importance of school leadership and management, the effect of teacher quality, the establishment of incentives and stimuli to improve teachers' performance and the quality of schools.
Green at Fifteen looks at students' awareness of environmental science, their attitudes towards the environment and how these attitudes interrelate with their performance in environmental science.
Teenagers in OECD countries are mostly well aware of environmental issues but often know little about their causes, raising questions about how well societies will be equipped to tackle such challenges in the future, according to a new OECD publication.
Korean, , 202kb
Migrant education is receiving increased attention in all OECD countries. The proportion of students who are foreign-born or have foreign-born parents now exceeds 10% in Germany, Belgium, Austria, France, the Netherlands and Sweden, and is above 20% in Switzerland, Australia, New Zealand, Canada
German, , 45kb
The PISA 2006 Technical Report describes the methodology underlying the PISA 2006 survey. It examines additional features related to the implementation of the project at a level of detail that allows researchers to understand and replicate its analyses.
PISA 2009 Assessment Framework presents the theory behind the development of the latest PISA survey. The re-worked and expanded framework for reading literacy includes not only the assessment of reading and understanding printed texts, but also an innovative component to assess how well students read, navigate and understand electronic texts. Additionally, this publication provides the basis for measuring mathematical and scientific
This book presents the publicly available questions from the PISA surveys. Some of these were used in the PISA 2000, 2003 and 2006 surveys, others were used in developing and trying out the assessment
Value-added estimates are a significant improvement upon measures of school performance currently used in most education systems across OECD countries. They provide a fundamentally more accurate and valuable quantitative basis for enacting effective school accountability arrangements.