Income inequality in Colombia has declined since the early 2000s but remains very high by international standards. Income dispersion largely originates from the labour market, which is characterised by a still high unemployment rate, a pervasive informal sector and a wide wage dispersion reflecting a large education premium for those with higher education.
The OECD has developed a new tool to help individual schools benchmark their students’ proficiency in reading, mathematics and science against the world’s top education systems. It will also give educators an insight into the learning environments at schools so they can consider ways to improve student learning.
Digital economies are powered by skills. People with the high-end skills needed to invent and apply new technologies are in high demand the world over. At the same time, the portfolio of basic skills needed to navigate technology-rich environments and function effectively in our connected societies has expanded. How severe is the shortage of ICT skills? And what needs to be done to fill the gaps?
The PISA-Based Test for Schools [In the United States, the assessment is known as the OECD Test for Schools (based on PISA)] is a student assessment tool geared for use by schools and networks of schools to support research, benchmarking and school improvement efforts.
English, PDF, 2,641kb
The higher the level of education, the higher the salary cost of teachers per student. In Belgium (Flemish Community), France and Spain, the difference in the annual salary cost between the primary and upper secondary levels of education exceeds USD 1 800 in 2010.
Bringing you the highlights from the OECD Directorate for Education and Skills
The quality of teachers is one of the most important factors in student outcomes. But our policies to improve teacher quality will only succeed if we effectively evaluate and measure performance. Evaluating teachers reflects a commitment to the improvement of this most valuable and important profession, said Angel Gurría.
English, PDF, 2,024kb
Teachers – especially new ones – report that one of their greatest areas of need relates to improving classroom disciplinary climate. Many teachers are not provided feedback on their classroom disciplinary climate through formal or informal appraisals. Feedback on classroom disciplinary climate can help to improve both teacher self-efficacy and the overall quality of the classroom learning environment.
The Secretary-General, Mr. Angel Gurría, will visit The Netherlands on 13th and 14th of March 2013, to attend the 2013 International Summit on the Teaching Profession. He will also go to The Hague and hold a bilateral meeting with Mr. Jeroen Dijsselbloem, Finance Minister.
Slovak, PDF, 1,559kb
Quality Matters in ECEC: Slovak Republic