English, Excel, 2,395kb
In many OECD countries, upper secondary attainment is becoming the minimum qualification level.
A modern day Bulgarian proverb says “What money can’t buy, a lot of money can”. Sadly, the truth of this popular wisdom holds well beyond the country it comes from. Sadly too, it seems to work well in schools and universities. Year by year Transparency International (TI), an international anti-corruption NGO, publishes data on the perceptions and experience of people from around the globe...
English, Excel, 4,349kb
This instructive publication, Teaching Practices and Pedagogical Innovation: Evidence from TALIS, is using the Teaching and Learning International Survey (TALIS) 2008 data. It precisely identifies and arranges profiles in relation to two connected areas of professional teacher practices: classroom teaching practices and participation in professional learning communities.
I was in London last week to give a talk on “how to transform 10,000 classrooms” at the annual Teach First/Teach for All conference in London. Some 3,000 teachers and social entrepreneurs from around the world gathered there to discuss ways to re-invent and strengthen the teaching profession.
This issue focuses on the latest OECD annual education indicators published in the 2012 edition of Education at a Glance.
English, Excel, 1,977kb
Education at a Glance 2012 - Country Note United States
English, PDF, 2,009kb
Despite the expansion of the education system, educational attainment remains a challenge. Only half of 25-34 year-olds in Portugal had attained at least upper secondary education in 2010.
This paper considers the influence of taxes on the financial incentive to invest in human capital and explores the tax treatment of private investment by individuals and employers in post-compulsory education and lifelong learning in 31 OECD countries, India and South Africa.
As a young mother, in relation to my children’s age, and being the ripe old age of 40, I am discovering the daily ritual of education.
New technologies mean new skills for new jobs, and that requires us to rethink learning. Education is for life, not just the classroom