Latest Documents


  • 9-September-2016

    English

    Education Governance in Action - Lessons from Case Studies

    Governing multi-level education systems requires governance models that balance responsiveness to local diversity with the ability to ensure national objectives. This delicate equilibrium is difficult to achieve given the complexity of many education systems. Countries are therefore increasingly looking for examples of good practice and models of effective modern governance that they can adapt to their own needs.

    Education Governance in Action: Lessons from Case Studies bridges theory and practice by connecting major themes in education governance to real-life reform efforts in a variety of countries. It builds upon in-depth case studies of education reform efforts in Flanders (Belgium), Germany, the Netherlands, Norway, Poland and Sweden. The case studies are complemented by country examples of efforts to restore and sustain trust in their education systems. Together they provide a rich illustration of modern governance challenges - and successes.

    The volume highlights the importance of the interdependence between knowledge and governance and focuses on essential components for modern education governance: accountability, capacity building and strategic thinking. It sets the agenda for thinking about the flexible and adaptive systems necessary for governing education in today's complex world. This publication will be of interest to policy makers, education leaders, teachers, the education research community and all those interested in education governance and complexity.

  • 6-September-2016

    English

    PISA in Focus No. 65 - Should all students be taught complex mathematics?

    Exposure to complex mathematics concepts and tasks is related to higher performance in PISA among all students, including socio-economically disadvantaged students.

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  • 6-September-2016

    English

    Complex mathematics isn’t for everyone (but maybe it should be) (OECD Education Today Blog)

    PISA 2012 finds that, on average across OECD countries, about 70% of students attend schools where teachers believe that it is best to adapt academic standards to students’ capacities and needs.

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  • 31-August-2016

    English

    Education in Thailand - An OECD-UNESCO Perspective

    Thailand’s education system stands at a crossroads. Significant investment has widened access to education and the country performs relatively well in international assessments compared with its peers. But the benefits have not been universally distributed and Thailand has not received the return on its spending on education that it might have expected. This report encourages Thailand to focus on four priority areas to prepare students from all backgrounds for a fast-changing world. The first is to set clear, common standards for all students through a revised and improved curriculum. The second priority is to build capacity to reliably assess students across the full range of competencies needed for success in life and in learning. Third, Thailand needs to develop a holistic strategy to prepare teachers and school leaders to deliver education reform, including implementing the revised curriculum, and to tackle teaching shortages in the most deprived areas. The final challenge is to create a comprehensive information and communications technology strategy to equip all Thailand’s schools, teachers and students for the 21st century.

  • 23-August-2016

    English

    Do labour markets welcome shorter tertiary degrees? (OECD Education Today Blog)

    At the turn of this century, two different models of higher education programmes prevailed in the world.

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  • 20-juillet-2016

    Français

    Cadre d'évaluation et d'analyse de l'enquête PISA 2015 - Compétences en sciences, en compréhension de l'écrit, en mathématiques et en matières financières

    « Qu’est-il important pour les citoyens de savoir et de savoir faire ? » Le Programme international de l’OCDE pour le suivi des acquis des élèves (PISA) cherche à répondre à cette question au travers d’une évaluation des savoirs et savoir-faire des élèves, la plus exhaustive et la plus rigoureuse qui existe à l’échelle internationale. Le Cadre d’évaluation et d’analyse de l’enquête PISA 2015 présente les fondements conceptuels du sixième cycle de cette enquête triennale. Comme les cycles précédents, l’enquête PISA 2015 couvre les sciences – son domaine majeur d’évaluation –, la compréhension de l’écrit et les mathématiques, ainsi que, comme en 2012, la culture financière administrée à titre d’option. Chaque élève participant remplit par ailleurs un questionnaire contextuel et a également la possibilité de répondre à deux questionnaires facultatifs : le premier sur ses perspectives en termes de parcours scolaire/carrière professionnelle, et le second sur sa maîtrise des technologies de l’information et de la communication (TIC). Les chefs d’établissement remplissent quant à eux un questionnaire sur l’environnement d’apprentissage dans leur établissement, et les parents des élèves participants ont la possibilité de répondre à un questionnaire sur leur environnement familial. En outre, les pays peuvent choisir d’administrer un nouveau questionnaire à l’intention des enseignants, les interrogeant sur leur formation initiale et continue, leurs pratiques pédagogiques et l’environnement dans lequel ils dispensent leur enseignement. Soixante et onze pays et économies, dont l’ensemble des trente-quatre pays membres de l’OCDE, ont pris part à l’enquête PISA 2015.

  • 19-July-2016

    English

    Is more vocational education the answer? (OECD Education Today Blog)

    Vocational education and training can mean very different things to different people.

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  • 15-July-2016

    English

    A Brave New World: The new frontiers of technology and education (OECD Education Today Blog)

    When we think of technology and education, we usually think of information and communication technologies (ICTs).

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  • 12-July-2016

    English

    PISA in Focus No. 64 - Are there differences in how advantaged and disadvantaged students use the Internet?

    Even when all students, including the most disadvantaged, have easy access to the Internet,a digital divide, based on socio-economic status, still persists in how students use technology.

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  • 12-July-2016

    English

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