Publications & Documents


  • 19-February-2016

    English

    Further education reforms needed to improve performance and equity in Slovak Republic

    The Slovak Republic has undertaken a series of reforms to improve its education system, and the country now needs to use resources more efficiently and improve equity and inclusion in schools, according to a new OECD report.

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  • 19-February-2016

    English

    Raising public spending efficiency in Switzerland

    Despite having low government spending, Switzerland scores highly in various public policy outcomes, including health, education and transportation. But, as the population grows and ages, efficiency of public spending will have to rise to maintain low tax rates.

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  • 19-February-2016

    English

    A Skills beyond School Review of the Slovak Republic

    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 beyond School, the OECD policy review of postsecondary vocational education and training.

  • 19-February-2016

    English

    OECD Reviews of School Resources: Slovak Republic 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.

  • 16-February-2016

    English

    How much time is spent on maths and science in primary education? (OECD Education&Skills Today Blog)

    Primary school is a fundamental stage in children’s education. Yet it is often neglected in education research and policy debates, somehow squeezed between the seemingly more important stages of early childhood education and secondary education.

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  • 16-February-2016

    English

    Education Indicators in Focus No. 38 - How is learning time organised in primary and secondary education?

    The number and length of school holidays differs significantly across OECD countries, meaning the number of instructional days in primary and secondary education ranges from 162 days a year in France to more than 200 days in Israel and Japan.

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  • 12-February-2016

    English

    Why teacher professionalism matters (OECD Education&Skills Today Blog)

    Teacher professionalism is about a teacher’s knowledge, their autonomy and their membership of peer networks. These are the key elements that lead to more effective teaching.

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  • 12-February-2016

    English, PDF, 868kb

    Supporting Teacher Professionalism, TALIS 2013 - US Country Note

    This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators.

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  • 12-February-2016

    English

    Supporting Teacher Professionalism - Insights from TALIS 2013

    This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators.

    The report focuses on lower secondary teachers (ISCED 2) in different education systems and looks at cross-cultural differences in teacher professionalism. It explores how teacher professionalism is linked to policy-relevant teacher outcomes such as perceived status, satisfaction with profession and school environment or perceived self-efficacy. The publication also tackles equity concerns in teacher professionalism: it examines professionalism support gaps, which are defined as differences in support for teacher professionalism in schools with high levels of disadvantage as compared to those with low-levels of disadvantage. Last but not least, the report presents a number of policy-relevant recommendations to enhance teacher professionalism and equity in access to high-quality teaching in OECD member countries.

  • 10-February-2016

    English

    PISA in Focus No. 60: Who are the low-performing students?

    No country or economy participating in PISA 2012 can claim that all of its 15-year-old students have achieved basic proficiency skills in mathematics, reading and science. Some 28% of students score below the baseline level of proficiency in at least one of those subjects, on average across OECD countries

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