Most teachers enjoy their job, despite feeling unsupported and unrecognised in schools and undervalued by society at large, according to a new OECD survey.
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This review report for the Netherlands provides, from an international perspective, an independent analysis of major issues facing the Dutch evaluation and assessment framework in education, current policy initiatives and possible future approaches. This series forms part of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes.
The capacity to engage creatively in cognitive processing to understand and resolve problem situations where a method of solution is not immediately obvious (including motivational and affective aspects).
Presentation for the 2014 International Summit on the Teaching Profession, by Andreas Schleicher, Acting Director for the Directorate of Education and Skills, and Special Advisor on Education Policy to the Secretary-General, OECD
The story of Korean education over the past 50 years is one of remarkable growth and achievement. Korea is one of the top performing countries in the Programme for International Student Assessment (PISA) survey and among those with the highest proportion of young people who have completed upper secondary and tertiary education.
The School Resources Review provides analysis and policy advice on how to distribute, utilise and manage resources so that they contribute to achieving countries’ educational objectives to the fullest. It reviews policy evidence to help governments achieve effectiveness and efficiency in education.
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The review explores how systems of evaluation and assessment can be used to improve the quality, equity and efficiency of school education.It looks at pupil assessment, teacher appraisal, school leader appraisal, school evaluation and system evaluation, and how these help to improve pupils’ learning.
This report compares the performance of 15-year-olds in the United States in PISA against the global patterns and trends.
This third volume of PISA 2012 results explores students’ engagement with and at school, their drive and motivation to succeed, and the beliefs they hold about themselves as mathematics learners.
This fourth volume of PISA 2012 results examines how student performance is associated with various characteristics of individual schools and school systems.