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Education plays a key role in determining how you spend your adult life – a higher level of education means higher earnings, better health, and a longer life. By the same token, the long-term social and financial costs of educational failure are high. Those without the skills to participate socially and economically generate higher costs for health, income support, child welfare and social security systems.So a fair and inclusive
The review assesses the performance of Scottish schools, using PISA findings and national test and examination results. It also examines educational reforms in Scotland in the light of reforms in countries facing similar challenges.
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In 2006, Scotland asked the OECD to examine the performance of its school system within the framework of the OECD’s reviews of national policies for education.
PISA 2006 Science Competencies for Tomorrow's World assesses the performance of 15-year-olds in science, reading and mathematics. It also explores their attitudes towards science, their socio-economic background and their school environment.
Information page for the Directorate for Education's Programme on Co-operation with Non-member Economies
The book identifies three key areas for delivering equity in education: the design of education systems, classroom practices and resourcing. It proposes ten concrete policy measures, backed by evidence, on how to reduce school failure and dropout rates.
The final conference of the Improving School Leadership activity was organised jointly by the OECD and the Danish Ministry of Education. The discussion focused on policy options to improve school leadership for enhanced school outcomes.
This report summarises the social, economic and policy context in Turkey and its position compared to other OECD countries, and outlines a number of specific actions that Turkey should take in education reform over the next decade to move the nation forward.
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This report is part of a larger OECD study exploring school leadership policy issues. It aims to provide information and analysis on the Flemish “communities of schools” a particular Flemish approach to school leadership for systemic improvement.
School leaders in OECD countries are facing pressures with the rising expectations for schools and schooling in the knowledge society. As countries aim to transform their educational systems to prepare all young people with the knowledge and skills needed in this changing world, the roles and expectations for school leaders have changed radically. They are no longer expected to be merely good managers; but actually school leadership