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Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of changing economies? How should the programmes be funded? How should they be linked to academic and university programmes? How can employers and unions be engaged? The country reports in this series look at these and other questions. They form part of Skills
The seminar will contribute to the development of a tool that will allow schools to map the perceptions of learners, teachers, parents, and partner organisations as they relate to the entrepreneurial education opportunities (courses, extra-curricular work), resources and support available to teachers.
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. While there is almost a consensus that mathematics problems appropriate for the 21st century should be complex, unfamiliar and non-routine (CUN), most of the textbooks still mainly include routine problems
Recent rapid economic growth in Viet Nam has not resulted in an increase in overall inequality, but the level of inequality was already high. Growth was not particularly inclusive, benefiting most the middle class and the richest households, and favouring less households in the bottom 20th percentile. Income mobility was also high, and while a majority of households experienced upward income mobility, downward absolute income
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.
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.
English, PDF, 879kb
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.
October 5 marks the 20th anniversary of UNESCO’s World Teachers' Day, a day devoted to “appreciating, assessing and improving educators of the world”. This gives us a great opportunity to reflect again on how schools can celebrate and develop great teaching. One way to do that is through critical exchanges – building constructive feedback systems within the schools.