Latest Documents


  • 19-February-2016

    English

    A Skills beyond School Review of the Slovak Republic

    Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of changing economies? How should the programmes be funded?  How should they be linked to academic and university programmes?  How can employers and unions be engaged? The country reports in this series look at these and other questions. They form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.

  • 19-February-2016

    English

    OECD Reviews of School Resources: Slovak Republic 2015

    The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.
    The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources, such as learning time.
    This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.

  • 19-February-2016

    English

    Education in Colombia

    How can Colombia improve both the quality and equity of its education system while also addressing efficiency challenges? Despite a fundamental transformation of its education system over the past two decades, Colombia faces two critical challenges: high levels of inequality from the earliest years and low levels of quality across its education system. This report assesses Colombia’s policies and practices against the best approaches in education and skills from across the OECD. It analyses its education system’s major strengths and the challenges it faces, from early childhood education and care to tertiary education. With insights drawn from international research, it offers recommendations on how Colombia can improve quality and equity to reach its goal of being the “most educated” country in Latin America by 2025. This report will be of interest in Colombia as well as other countries looking to raise the quality, equity and efficiency of their education systems.

  • 12-February-2016

    English

    Supporting Teacher Professionalism - Insights from TALIS 2013

    This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators.

    The report focuses on lower secondary teachers (ISCED 2) in different education systems and looks at cross-cultural differences in teacher professionalism. It explores how teacher professionalism is linked to policy-relevant teacher outcomes such as perceived status, satisfaction with profession and school environment or perceived self-efficacy. The publication also tackles equity concerns in teacher professionalism: it examines professionalism support gaps, which are defined as differences in support for teacher professionalism in schools with high levels of disadvantage as compared to those with low-levels of disadvantage. Last but not least, the report presents a number of policy-relevant recommendations to enhance teacher professionalism and equity in access to high-quality teaching in OECD member countries.

  • 10-February-2016

    English

    Low-Performing Students - Why They Fall Behind and How To Help Them Succeed

    There is no country or economy participating in PISA 2012 that can claim that all of its 15-year-old students have achieved a baseline level of proficiency in mathematics, reading and science. Poor performance at school has long-term consequences, both for the individual and for society as a whole.  Reducing the number of low-performing students is not only a goal in its own right but also an effective way to improve an education system’s overall performance – and equity, since low performers are disproportionately from socio-economically disadvantaged families.

    Low-performing Students: Why they Fall Behind and How to Help them Succeed examines low performance at school by looking at low performers’ family background, education career and attitudes towards school. The report also analyses the school practices and educational policies that are more strongly associated with poor student performance. Most important, the evidence provided in the report reveals what policy makers, educators, parents and students themselves can do to tackle low performance and succeed in school.

  • 2-February-2016

    English

    Register for the Webinar on Low-Performing Students - Why They Fall Behind and How To Help Them Succeed (10 February 19h30. CET)

    With Andreas Schleicher, OECD Director of Education and Skills, and Daniel Salinas, OECD education analyst and main author of the report.

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  • 2-February-2016

    English

    Register for the Webinar on Supporting Teacher Professionalism (February 12, 2016-10:00 a.m - 12:00 p.m.) (ET)

    The Alliance for Excellent Education and the National Commission on Teaching and America’s Future (NCTAF) will join forces with the Organisation for Economic Co-operation and Development (OECD) to host a joint U.S. release of the OECD’s new report Supporting Teacher Professionalism.

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  • 28-January-2016

    English

    Why do we bother with qualifications? (OECD Education&Skills Today Blog)

    Why do we bother with qualifications? (OECD Education&Skills Today Blog)

    Related Documents
  • 28-January-2016

    English, PDF, 2,371kb

    Building Skills for All - A Review of England

    There are an estimated 9 million working aged adults in England (more than a quarter of adults aged 16-65) with low literacy or numeracy skills or both. This reflects England’s overall performance in the Survey of Adult Skills - around average for literacy, but well below average for numeracy relative to other OECD countries in the Survey (OECD, 2013).

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  • 25-janvier-2016

    Français

    Guide opérationnel CITE 2011 - Directives pour la classification des programmes éducatifs nationaux et des certifications correspondantes

    La structure des systèmes éducatifs varie énormément d’un pays à l’autre. Afin de produire des statistiques et des indicateurs comparables à l’échelle internationale, il est nécessaire de disposer d’un cadre permettant de collecter et de soumettre des données sur des programmes éducatifs avec un contenu éducatif de niveau similaire. La Classification internationale type de l’Éducation (CITE) de l’UNESCO est la classification de référence permettant d’organiser les programmes éducatifs et les certifications correspondantes par niveau d’éducation et par domaines d’études. Les définitions et les concepts fondamentaux de la CITE ont été établis de manière à être internationalement valides et applicables à l’ensemble des systèmes éducatifs.

    La CITE 2011 est la deuxième révision importante de cette classification (élaborée initialement dans les années 70 et révisée pour la première fois en 1997). Elle a été adoptée par la Conférence générale de l’UNESCO en novembre 2011. Préparé conjointement par l’Institut de statistique de l’UNESCO (ISU), l’OCDE et Eurostat, ce guide opérationnel fournit des directives et notes explicatives pour l’interprétation de la classification révisée, par niveau éducatif. Il présente également des exemples nationaux de programmes et de certifications correspondantes classés dans la CITE 2011.

    Ce guide sera utile aux statisticiens nationaux qui collectent et soumettent des données d’éducation aux organisations internationales, ainsi qu’aux décideurs politiques et aux chercheurs intéressés par une meilleure compréhension de ces données.

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