OECD Home › Education › By Country › Italy
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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.
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.
In most countries, girls and boys now show similar results in the OECD’s PISA tests of 15-year-olds. But systematic assessment of gender differences shows that students are still being held back by their own gender-related perceptions.
Country Notes from OECD Economic Policy Reforms: Going for growth 2011 presenting OECD recommendations for structural reform priorities for individual countries.
"Governments need to take quick and decisive action to avoid the financial crisis becoming a fully-blown social crisis with scarring effects on vulnerable workers and low income households," OECD Secretary-General Angel Gurría told G8 Labour and Employment Ministers in Rome today.
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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 Italy.
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The design of a flexible school for early childhood eduction in Milan, Italy, takes into account children’s development and the different ways they experience space according to their age.
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This note contrasts key findings for Italy with global trends among OECD countries, under the headings: quantity and quality challenges, equity challenges, and resource and efficiency challenges.
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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.