By Date


  • 15-December-2015

    English

    Improving Schools in Scotland: An OECD Perspective

    This report examines the ongoing development of education policy, practice and leadership in Scotland, by providing an independent review of the direction of the Curriculum for Excellence (CfE) and emerging impacts seen in quality and equity in Scottish schooling.

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  • 11-December-2015

    English

    OECD Education and Skills Newsletter - December 2015

    Bringing you the highlights from the OECD Directorate for Education and Skills

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  • 11-December-2015

    English

    OECD Reviews of School Resources: Flemish Community of Belgium 2015

    The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.
    The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources such as learning time.
    This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.

  • 11-December-2015

    English

    A Review of International Large-Scale Assessments in Education - Assessing Component Skills and Collecting Contextual Data

    The OECD has initiated PISA for Development (PISA-D) in response to the rising need of developing countries to collect data about their education systems and the capacity of their student bodies. This report aims to compare and contrast approaches regarding the instruments that are used to collect data on (a) component skills and cognitive instruments, (b) contextual frameworks, and (c) the implementation of the different international assessments, as well as approaches to include children who are not at school, and the ways in which data are used. It then seeks to identify assessment practices in these three areas that will be useful for developing countries. This report reviews the major international and regional large-scale educational assessments: large-scale international surveys, school-based surveys and household-based surveys. For each of the issues discussed, there is a description of the prevailing international situation, followed by a consideration of the issue for developing countries and then a description of the relevance of the issue to PISA for Development.

  • 10-December-2015

    English

    PISA in Focus No. 58 - Who wants to become a teacher?

    Across OECD countries, 5% of students expect to work as teachers: 3% of boys and 6% of girls. The academic profile of students who expect to work as teachers varies, but in many OECD countries, students who expect to work as teachers have poorer mathematics and reading skills than other ambitious students who expect to work as professionals but not as teachers.

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  • 10-December-2015

    English

    What students don’t want to be when they grow up (OECD Education&Skills Today Blog)

    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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  • 1-December-2015

    English

    Open Educational Resources - A Catalyst for Innovation

    Education is the key to economic, social and environmental progress, and governments around the world are looking to improve their education systems. The future of education in the 21st century is not simply about reaching more people, but about improving the quality and diversity of educational opportunities. How to best organise and support teaching and learning requires imagination, creativity and innovation.
    Open educational resources (OER) are teaching, learning and research materials that make use of tools such as open licensing to permit their free reuse, continuous improvement and repurposing by others for educational purposes. The OER community has grown considerably over the past 10 years and the impact of OER on educational systems has become a pervasive element of educational policy
    This report aims to highlight state of the art developments and practices in OER, but also to demonstrate how OER can be a tool for innovation in teaching and learning.

  • 27-November-2015

    English

    The challenges of widening participation in PISA (OECD Education&Skills Today Blog)

    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.

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  • 27-November-2015

    English, PDF, 1,326kb

    A Skills Beyond School Commentary on Canada

    This commentary is one of a series of country reports on postsecondary vocational education and training (VET) in OECD countries, prepared as part of an OECD study. The series includes reviews, involving an in-depth analysis of a country system leading to a set of policy recommendations backed by analysis.

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  • 27-November-2015

    English

    The Experience of Middle-Income Countries Participating in PISA 2000-2015

    This report provides a systematic review and empirical evidence related to the experiences of middle-income countries and economies participating in the Programme for International Student Assessment (PISA), 2000 to 2015. PISA is a triennial survey that aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students. To date, students representing more than 70 countries and economies have participated in the assessment, including 44 middle-income countries, many of which are developing countries receiving foreign aid. This report provides answers to six important questions about these middle-income countries and their experiences of participating in PISA: What is the extent of developing country participation in PISA and other international learning assessments? Why do these countries join PISA? What are the financial, technical, and cultural challenges for their participation in PISA? What impact has participation had on their national assessment capacity? How have PISA results influenced their national policy discussions? And what does PISA data tell us about education in these countries and the policies and practices that influence student performance?

    The findings of this report are being used by the OECD to support its efforts to make PISA more relevant to a wider range of countries, and by the World Bank as part of its on-going dialogue with its client countries regarding participation in international large-scale assessments.

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