How big should schools be? Is bigger better? Or do all the best things come in small packages? For education systems, the question of how school size influences quality and efficiency has long been an important issue.
This book provides, from an international perspective, an independent analysis of major issues facing the educational evaluation and assessment framework, current policy initiatives, and possible future approaches in the Slovak Republic.
Many countries have implemented reforms to develop and support doctoral studies and postdoctoral research, stressing the crucial role of doctorate students and degree holders in terms of economic growth, innovation and scientific research.
How can mathematics education foster the skills that are appropriate for innovative societies? Mathematics education is heavily emphasised worldwide, nevertheless it is still considered to be a stumbling block for many students. This book is designed to assist practitioners, curriculum developers and policy makers alike in preparing today’s students for tomorrow’s world.
Korea has made significant progress towards decentralising the management of employment and training programmes, but can still do more to create stronger links with employers at the local level, according to a new OECD report.
How educational resources are allocated is just as important as the amount of resources available.
Quick: Who has more up-to-date textbooks: students in wealthier schools or students in poorer schools? Actually, it depends where you live. As this month’s PISA in Focus explains, not only are some countries better than others in allocating their educational resources more equitably across schools, but students in these countries generally perform better in mathematics.
ICT has influenced almost all aspects of our lives and has changed the way we communicate, work and socialize. Education plays a key role in ensuring that everyone can reap the benefits of our technology-rich world, as well as help mitigate some of the risks.
In 1973, Martin Cooper, a researcher at Motorola, made the first call from a handheld mobile phone prototype. This phone weighed 1.1 kg, took 10 hours to re-charge and was limited to 30 minutes of talking time. When it was commercialized in 1983, the phone cost approximately 7,000 USD.
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Across countries and economies participating in the OECD Teaching and Learning International Survey (TALIS), a majority of teachers report receiving feedback on different aspects of their work in their schools.