OECD Home › Education › By Country › Austria
Three out of four teachers feel they lack incentives to improve the quality of their teaching, while bad behaviour by students in the classroom disrupts lessons in three schools out of five, according to a new OECD report.
English, , 172kb
OECD’s Teaching and Learning International Survey (TALIS) provides the first internationally comparative perspective on the conditions of teaching and learning.
English, , 2,312kb
The focus of this report is on migrant education policies and practices. However, some information on general immigration and integration policies and approaches is provided in order to place education policies in overall national policy contexts.
English, , 173kb
Summary of a book of case studies examining innovative approaches to sharing leadership across schools in Belgium (Flanders), Finland and the United Kingdom (England) and leadership development prgrammes for system improvement in Australia and Austria.
Two companion volumes focusing on the improvement of school leadership. Volume 1 provides a range of policy options to help governments improve school leadership. Volume 2 examines measures taken in five countries.
Schülerinnen und Schüler an österreichischen Schulen haben in der PISA-Studie zum ersten Mal Ergebnisse signifikant über dem OECD-Durchschnitt erreicht. Im Bereich Naturwissenschaften, dem Schwerpunkt von PISA 2006, erzielten sie durchschnittlich 511 Punkte. Berücksichtigt man die statistische Unsicherheit liegt Österreich damit zwischen Rang 8 und 15 unter den 30 OECD-Ländern. Auch im Bereich Mathematik liegen die Ergebnisse mit 505
English, , 1,643kb
The purpose of this activity is to provide policymakers with options for developing systems to recognise non-formal and informal learning; to effectively implement the agenda; and determine under what conditions recognition of non-formal and informal learning can be beneficial for all.
English, , 229kb
This note contrasts key findings for Austria with global trends among OECD countries, under the headings: quantity and quality challenges, equity challenges, and resource and efficiency challenges.
English, , 288kb
The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Organisation or of the governments of its member countries.The OECD does not guarantee the accuracy of the data included in this publication and accepts no responsibility whatsoever for any consequence of their use.
The purpose of this paper is to quantify the problems resulting from the inadequate coverage of the PISA target population in the Austrian PISA 2000 assessment and to establish adjustments that could be used to correct for this and thus to allow reliable comparisons between the 2000 and 2003 data.