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English, , 1,431kb
This publication is intended to be a quick reference guide for anyone with a role to play in encouraging quality in the Slovak Republic's early childhood education and care (ECEC) workforce.
The policy profiles focus on issues of quality, and each report tackles a specific theme that was selected by the country reviewed. These reports suggest strengths and point to areas for further reflection on current policy initiatives.
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English, Excel, 8,975kb
Strong Performers and Successful Reformers in Education Guidance from PISA for the Canary Islands, Spain
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Policy pointers: Improving School Leadership Policy and Practice (Full set)
For decades Japan has remained at or near the top of international assessments of student learning; and in the past decade, students in Japan have become more engaged in learning. However, the government aspires to improve learning outcomes even further. Strong Performers and Successful Reformers in Education: Lessons from PISA for Japan focuses on how Japan is reforming its education system not only to produce better learning
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Since the establishment of self-managing schools in 1989, New Zealand has one of the most devolved school systems in the world. Average student learning outcomes are very good by international comparison even though there are concerns about the proportion of students that are not performing well.
This report on New Zealand provides, from an international perspective,an independent analysis of major issues facing the educational evaluation and assessment framework, current policy initiatives, and possible future approaches.
This paper examines the normative impact of PISA by investigating how, and the extent to which , national policy actors use PISA in policies and practices, to evaluate and improve school-system performance.
This study examines the feasibility of reporting scores of a test based on the Programme for International Student Assessment (PISA) 2000 instrument that was administered to a sample of 25-year-old Youth in Transition Survey (YITS) respondents on the PISA scale.