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Richard Yelland is Head of the Policy Advice and Implementation Division (PAI) in the Directorate for Education at the OECD (Organisation for Economic Co-operation and Development).
The policy profiles focus on issues of quality, and each report tackles a specific theme that was selected by the country reviewed. These reports suggest strengths and point to areas for further reflection on current policy initiatives.
Spanish, , 9,057kb
English, Excel, 8,975kb
Strong Performers and Successful Reformers in Education Guidance from PISA for the Canary Islands, Spain
English, , 547kb
Policy pointers: Improving School Leadership Policy and Practice (Full set)
English, , 2,052kb
The aim of this paper is to assess whether the use of ICT has an impact on student performances as measured in the OECD Programme for International Student Assessment (PISA) 2006.
Men earn more than women, work less, and occupy more of the top jobs – but women live longer, are better educated and get to retire younger. How best to harness the talents of both sexes for better lives all round?
For decades Japan has remained at or near the top of international assessments of student learning; and in the past decade, students in Japan have become more engaged in learning. However, the government aspires to improve learning outcomes even further. Strong Performers and Successful Reformers in Education: Lessons from PISA for Japan focuses on how Japan is reforming its education system not only to produce better learning
English, , 2,753kb
Since the establishment of self-managing schools in 1989, New Zealand has one of the most devolved school systems in the world. Average student learning outcomes are very good by international comparison even though there are concerns about the proportion of students that are not performing well.
This report on New Zealand 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.