This report is the result of an analysis of Sweden’s context and policies, as well as relevant international best practices to support school improvement.
Children spend about a third of their waking hours in school during most weeks in the year. Thus, schools have a significant impact on children’s quality of life – including their relationships with peers and adults, and their dispositions towards learning and life more generally.
This month, PISA in Focus examines the impact of good teacher-student relations on both students’ well-being and performance. It’s not surprising that when students feel that their teachers are interested in them and support them they feel happier at school and often do better in school.
As jobs increasingly involve analysing and communicating information, individuals with poor literacy skills are more likely to find themselves at risk.
English, PDF, 4,143kb
This report was prepared by the Educational Policy Institute, Ministry of Education, Science, Research and Sport of the Slovak Republic, as an input to the OECD Review of Policies to Improve the Effectiveness of Resource Use in Schools (School Resources Review).
PISA for Development, launched on the 27th of March 2015 in Guatemala, provides an opportunity to improve the quality of education in Guatemala and throughout the developing world.
ISTP 2015 will be held in Banff, Alberta, on March 29–30, 2015, and will bring together education ministers and leaders of teachers’ unions and associations from a number of high-performing and rapidly improving education systems.
The Indonesian education system is immense and diverse. It reflects aspects of its past, with a diverse ethnic and religious heritage, and a struggle for national identity.
French, PDF, 968kb
La calidad del sistema educacional de hoy es la base para la prosperidad económica y social del país de mañana.
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.