When societies move forward, not everyone benefits in the same way or to the same extent. Some social groups change faster than others, while other groups risk falling behind. Change in education is no exception. In understanding social change it is critically important not only to look at the average change, but also to look at how change affects the entire population.
At the OECD, we tend to look at French education through the lens of statistics. These show one of the largest gaps between the learning outcomes of children from poor and wealthy families. And the opportunity gap keeps widening.
When it comes to technology, education seems stuck in the age of chalkboards. But at an international conference on technology in education, held in Qingdao, China, last week, I got the feeling that educators and education ministers might finally be ready to join the technological revolution.
Depuis leur lancement en 2000, les enquêtes PISA sur les compétences scolaires des élèves de 15 ans ont mis en lumière de nombreuses réalités – et certains mythes.
More than 35 million 16-29 year-olds across OECD countries are neither employed nor in education or training (NEET) – and around half of all NEETs are out of school and not looking for work. These young people are likely to have dropped off the radar of their country’s education, social and labour market systems.
Partout dans le monde, les jeunes peinent à entrer sur le marché du travail. Dans certains pays de l’OCDE, un quart des 16-29 ans sont sans emploi et ne suivent ni études ni formation. Les Perspectives de l’OCDE sur les compétences 2015 montrent combien une stratégie d’ensemble est nécessaire pour améliorer l’employabilité des jeunes. Si les politiques éducatives, sociales et du marché du travail tiennent chacune un rôle essentiel à cet égard, la coordination entre secteur public et secteur privé n’en est pas moins déterminante. La présente publication s’appuie sur les résultats de l’Évaluation des compétences des adultes de 2012, objet de la première édition des Perspectives, et contient des exemples de politiques menées avec succès dans différents pays.
In many countries, less experienced teachers (those with less than five years’ teaching experience) are more likely to work in challenging schools and less likely to report confidence in their teaching abilities than more experienced teachers.
TALIS 2013 finds that in many countries, new teachers (with less than five years’ teaching experience) are more likely to work in challenging schools than more experienced teachers.
Analysing the efficiency of education systems and organisations is at the forefront of today’s policy and academic debate.
While access to schooling has expanded around the world, many countries have not realised the hoped-for improvements in economic and social well-being. Access to education by itself is an incomplete goal for development; many students leave the education system without basic proficiency in literacy and numeracy. As the world coalesces around new sustainable development targets towards 2030, the focus in education is shifting towards access and quality. Using projections based on data from the OECD Programme for International Student Assessment (PISA) and other international student assessments, this report offers a glimpse of the stunning economic and social benefits that all countries, regardless of their national wealth, stand to gain if they ensure that every child not only has access to education but, through that education, acquires at least the baseline level of skills needed to participate fully in society.