Ce rapport explore les avantages de la reconnaissance des résultats de l’apprentissage non formel et informel, et dresse un état des lieux des politiques et pratiques existantes.
This paper makes an in-depth comparison of the PISA (OECD) and TIMSS (IEA) mathematics assessments conducted in 2003. First, a comparison of survey methodologies is presented, followed by an examination of the mathematics frameworks in the two studies. The methodologies and the frameworks in the two studies form the basis for providing explanations for the observed differences in PISA and TIMSS results. At the country level, it
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Net migration to OECD countries has tripled since 1960. Today, immigrant students comprise 10 to 20% of the student population in many OECD countries. Some countries have long histories of immigration; others have experienced an unprecedented increase in the last decade.
PISA 2009 Assessment Framework - Key Competencies in Reading, Mathematics and Science presents the theory behind the development of the PISA 2009 survey, the results of which will be released in December 2010.
The Programme for International Student Assessment (PISA ) is an internationally standardised assessment that was jointly developed by participating countries and administered to 15-year-olds in schools.
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TALIS is the first international survey to focus on the working conditions of teachers and the learning environment in schools. It focuses on four main research areas: school leadership; professional development; teacher appraisal and feedback; and teaching practices, beliefs and attitudes.
This report presents the findings of our review of the evidence base on comparative practices of teacher selection and recruitment, specifically on the different mechanisms countries use to assess teacher readiness to take up teaching posts, with particular emphasis on testing or examinations.
This paper uses an approximate average percent-correct methodology to compare the ranks that would be obtained for PISA 2006 countries if the rankings had been derived from items judged by each country to be of highest priority for inclusion.
This book represents an independent review of Egypt’s higher education system and focuses on areas in need of attention by policy makers and stakeholders.