Teachers Matter provides a comprehensive, international analysis of trends and developments in the teacher workforce in 25 countries around the world; research on attracting, developing and retaining effective teachers; innovative and successful policies and practices that countries have implemented; and teacher policy options for countries to consider. While documenting many areas of concern about teachers and teaching, the report
This report looks at the extent to which the schools that students attend make a difference in performance and the relative impact of school climate, school policies and school resources on quality and equity among other things.
School Factors related to Quality and Equity uses the PISA 2000 data to analyse the effect the structure of education systems has on student performance.
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Report produced by the Australian authorities focusing on Australia's performance in PISA 2003
Educación para todos los niños, incluyendo aquellos con necesidades educativas especiales (SENDDD por sus siglas en Ingles) es ahora parte de la agenda global del desarrollo de la educación para todos. Este objetivo se ha conseguido después de discusiones muy largas dentro de la comunidad internacional y posterior a las conferencias en Jomtien (1990) en Salamanca (1994) y más recientemente en Dakar (2000).
Formative assessment – the frequent assessments of student progress to identify learning needs and shape teaching – has become a prominent issue in education reform.
About one in five 15-year-olds in OECD countries can be considered a reflective, communicative problem solver. These students are able to not only analyse a situation and make decisions, they are also capable of managing multiple conditions simultaneously.
Education for all children, including those with special educational needs (SENDDD) is now part of the global agenda of developing education for all.
The SENDDD-Americas project provides the opportunity of creating a system of Indicators on students with disabilities, difficulties and disadvantages that will apply across the Americas (North America, Central America and the Caribbean Islands, and South America).
This summary presents the main findings from the PISA 2000 survey and draws upon results published in Knowledge and Skills for Life – First Results from PISA (OECD, 2001), and Literacy Skills for the World of Tomorrow – Further Results from PISA (OECD, 2003), as well as upon four thematic studies