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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
Country Notes from OECD Economic Policy Reforms: Going for growth 2011 presenting OECD recommendations for structural reform priorities for individual countries.
Going for Growth 2012 takes stock of recent progress in implementing policy reforms to improve labour productivity and utilisation that were identified as priorities in the 2011 edition.
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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.
This paper examines the normative impact of PISA by investigating how, and the extent to which , national policy actors use PISA in policies and practices, to evaluate and improve school-system performance.
The Guidelines for Quality Provision in Cross-border Higher Education were developed and adopted to support and encourage international cooperation and enhance the understanding of the importance of quality provision in cross-border higher education.
Macroeconomic crises and shocks often cause large and unforeseen income and employment losses. This chapter presents new OECD analysis of the types of policies that have helped to protect the most vulnerable from these losses in a wide group of OECD and emerging countries.
This report maps the development of the Programme, from determining what should be measured, to defining the meaning of PIAAC’s three core domains.
This study examines the feasibility of reporting scores of a test based on the Programme for International Student Assessment (PISA) 2000 instrument that was administered to a sample of 25-year-old Youth in Transition Survey (YITS) respondents on the PISA scale.