One in ten students at the master’s or equivalent level is an international student in OECD countries, rising to one in four at the doctoral level.
Today, around 5 million students study and do research in a country other than their own, attracted by the quality of overseas universities and willing to complement their education portfolio with international experience.
If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force.
A generation ago, teachers could expect that what they taught would equip their students with the skills needed for the rest of their lives.
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The OECD TALIS Survey asks teachers and principals about the teaching and learning conditions that research tells us improve teaching. The proposed international video study of teaching practices will allow us to go one step further, by looking directly into the classroom.
Children and young people are among the biggest losers in the European economic and debt crisis.
If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force. Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World, the background report to the sixth International Summit on the Teaching Profession, describes the knowledge, skills and character qualities common to the most effective teachers. It examines the education policies and practices that help teachers to acquire these tools, including through induction and mentoring programmes, ongoing professional development activities, student assessments, and collaboration with colleagues. The publication also discusses the importance of involving all stakeholders – especially teachers – in the process of education reform.
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.
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.
Voici la page d'acceuil sur l'Etude TALIS sur la Formation initiale des enseignants