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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.
Un nuevo estudio de la OCDE provee los primeros datos comparativos a nivel internacional sobre las condiciones que afectan a los docentes en las escuelas – desde el impacto de los problemas en los salones de clases hasta las oportunidades de capacitación profesional.
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OECD’s Teaching and Learning International Survey (TALIS) provides the first internationally comparative perspective on the conditions of teaching and learning.
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As part of the OECD review on migrant education, countries were invited to provide information on their national migrant education policies.
Country Notes from OECD Economic Policy Reforms: Going for growth 2011 presenting OECD recommendations for structural reform priorities for individual countries.
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This note, taken from Chapter 3 of Economic Policy Reforms: Going for Growth 2009, contains information about the progress in implementing reforms in line with the 2008 priorities for Hungary.
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This review of vocational education and training (VET) is part of Learning for Jobs, the OECD policy study of VET – a programme of analytical work and individual country reviews designed to help countries make their VET systems more responsive to labour market needs.
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Hungary’s Belvárosi Tanoda Secondary School offers an informal, flexible environment and alternative teaching methods for students who have had problems in other schools.
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.
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This note contrasts key findings for Hungary with global trends among OECD countries, under the headings: quantity and quality challenges, equity challenges, and resource and efficiency challenges.