Teachers report participating in more non-school than school embedded professional development (i.e. professional development that is grounded in teachers daily professional practices). Participation in non-school and school embedded professional development varies greatly between countries.
Greater anxiety towards mathematics is associated with lower scores in mathematics, both between and within countries. The better a student’s schoolmates perform in mathematics, the greater the student’s anxiety towards mathematics.
Between 2000 and 2012, the proportion of young adults (25-34 year-olds) with a tertiary qualification has grown by more than 3% per year on average in OECD countries. On average across 24 national and sub-national entities participating in the OECD Survey of Adult Skills, 39% of adults have achieved a higher level of education than their parents.
If there’s one word that encapsulates the desires and aspirations of education stakeholders around the world, it is improvement.
Almost one in three teachers across countries participating in the 2013 Teaching and Learning International Survey (TALIS) reports having more than 10% of potentially disruptive students with behaviour problems in their classes. Teachers with more than one in ten students with behaviour problems spend almost twice as much time keeping order in the classroom than their peers with less than 10% of such students in their class.
Professor John Hattie is held in high esteem as an education researcher and was called “possibly the world’s most influential education academic” by the Times Educational Supplement in 2012.
While most 15-year-old students spend part of their after-school time doing homework, the amount of time they spend on it shrank between 2003 and 2012. Socio-economically advantaged students and students who attend socio-economically advantaged schools tend to spend more time doing homework.
The report New insights from TALIS 2013: Teaching and Learning in Primary and Upper Secondary Education presents an overview of teachers and teaching in primary and upper secondary education for a sample of countries that participated in the OECD Teaching and Learning International Survey (TALIS) in 2013.
In Denmark, Finland, the Netherlands, Norway and Sweden, participation rates in adult education and learning are over 60%, but they are one-third – or below – in Italy, the Russian Federation and the Slovak Republic.
Can PISA results predict the quality of a country’s labour force one decade later? To find out, we compared some of the results from the PISA 2000 and PISA 2003 tests with results from the 2012 Survey of Adult Skills (a product of the OECD Programme for the International Assessment of Adult Competencies, or PIAAC).