Who wants to be a teacher? As this month’s PISA in Focus shows, in many countries the teaching profession is having a hard time making itself an attractive career choice – particularly among boys and among the highest-performing students.
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Despite rapidly expanding access to ICT among households, in 2012 some 37% of 15-year-old students in Colombia still had no access to a computer at home (in 2009, this proportion was 52%).
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Egypt is going through a major political transition. It will need to manage that transition in ways that bring about greater cohesion in the Egyptian society and greater capacity to build a more competitive and sustainable economy. Effective education is the key to both these challenges.
Since 2000, the OECD Programme for International Student Assessment (PISA) has been measuring the skills and knowledge of 15-year-old students in over 70 countries.
Only in some countries is a larger proportion of immigrant students in schools related to lower student performance – and this relationship is mostly explained by the concentration of disadvantaged students in these schools.
It is difficult for us here in Paris to think about much else beside the innocents who lost their lives last week during the senseless, brutal attack that shook our city. Our thoughts are with their families and loved ones; our spirit remains firmly fixed on the values we cherish: liberté, égalité, fraternité.
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This document reveals some of the difficulties immigrant students encounter – and some of the contributions they offer – while settling into their new communities and new schools. It also presents some of the policies governments can implement to help immigrant students integrate into their host societies.
Research suggests that, when it comes to early childhood education and care, quality matters most. A growing number of countries are establishing monitoring systems to ensure quality and accountability in these programmes. This new publication explores how countries can develop and use these systems to enhance service and staff quality for the benefit of child development. It offers an international perspective and concrete examples to help policy makers, monitoring experts and practitioners in the field develop their own monitoring policies and practices.
The latest report in the OECD’s Starting Strong series reviews the monitoring systems of 24 jurisdictions and reveals that monitoring does not merely encompass regulatory compliance but is moving towards better understanding what is happening inside an ECEC setting and how a child develops in several areas.
Education has become increasingly important worldwide, including politically. Probably the key driver for this is economic – the fundamental role of knowledge and skills in underpinning and maintaining prosperity.