Luxembourg is a rich and fast-growing country. However, inequality of disposable incomes has trended up modestly over the past decades and relative poverty has risen reflecting mainly the rapid growth of high incomes.
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Teachers – especially new ones – report that one of their greatest areas of need relates to improving classroom disciplinary climate. Many teachers are not provided feedback on their classroom disciplinary climate through formal or informal appraisals. Feedback on classroom disciplinary climate can help to improve both teacher self-efficacy and the overall quality of the classroom learning environment.
The Secretary-General, Mr. Angel Gurría, will visit The Netherlands on 13th and 14th of March 2013, to attend the 2013 International Summit on the Teaching Profession. He will also go to The Hague and hold a bilateral meeting with Mr. Jeroen Dijsselbloem, Finance Minister.
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This second volume presents information on Data Analysis and National Experiences.
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Quality Matters in ECEC: Slovak Republic
This paper examines the extent to which Development Assistance Committee (DAC) donors' aid to education and health addressed gender equality objectives, based on data collected through the DAC gender equality policy marker.
OECD’s PISA publications highlight the impact of economic, social and cultural status (ESCS) on students’ results within countries. The focus here is to investigate whether ESCS measures could contribute to differences in aggregate educational outcomes between countries.
2013 International Summit on the Teaching Profession
How can we measure what makes a school system work? Andreas Schleicher walks us through the PISA test, a global measurement that ranks countries against one another -- then uses that same data to help schools improve. Watch to find out where your country stacks up, and learn the single factor that makes some systems outperform others.
Education is one OECD department that has embraced the information revolution.