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The quality of an education system today shapes the economic and social prosperity of the country tomorrow. Chile has embarked on wide-ranging reform to improve the quality and equity of its education system on several fronts, including early childhood education and care (ECEC), school funding, student selection, school governance, teacher career pathways, vocational education and training (VET) and tertiary education.
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.
Looking at teachers at all levels of education, we learn that the majority of teachers are women. In all countries, the percentage of male teachers is particularly low in primary schools where teaching is still seen as a women’s job. As a result young children are missing out on role models of both sexes.
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.
The Teaching and Learning International Survey (TALIS) asks teachers and principals who they are, where they teach and how they feel about their work. The results on lower secondary schools were published in TALIS 2013 Results: An International Perspective on Teaching and Learning. A few countries chose to also conduct the survey in primary and/or upper secondary education. This report presents the results of these options
The PISA 2012 Technical Report describes the methodology underlying the PISA 2012 survey, which tested 15-year-olds’ competencies in mathematics, reading and science and, in some countries, problem solving and financial literacy.
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).
Countries where 15-year-old students perform at high standards internationally tend to be the same countries where these young adults tend to perform well at the age of 26 to 28.
Want to get involved in shaping the future of education? As the United Nations Millennium Development Goals (MDG) reach their 2015 deadline, several international groups, including the OECD, are formulating a new set of goals and targets for sustainable development… and we’d like to know what you think.