Latest Documents


  • 2-February-2016

    English

    Archived Webinar - Supporting Teacher Professionalism. (Friday, 12 February 2016, 10:00 a.m. – 12:00 p.m.)

    Archived Webinar - Friday, 12 February 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) joined 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)

    Qualifications are useful because they make skills visible. It is confidently assumed that the holder of a school-leaving certificate can read and understand instructions, and make calculations, and that those with university degrees can do much more.

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  • 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.

  • 22-January-2016

    English

    Joining the battle against extremism (OECD Education&Skills Today Blog)

    Whoever has a hammer sees every problem as a nail. Those in the security business tend to see the answer to radicalism and terrorism in military might, and those in the financial business in cutting flows of money.

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  • 18-January-2016

    English

    21st Century Children (OECD Education&Skills Today Blog)

    What is the nature of modern childhood? Released today, the book Trends Shaping Education 2016 looks at major social, demographic, economic and technological trends affecting the future of education

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  • 12-January-2016

    English

    Can students be overconnected? (OECD Education&Skills Today Blog)

    Most 15-year-olds in OECD countries spend at least some time each day wandering through cyberspace as part of their media diet.

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  • 12-January-2016

    English

    PISA in Focus No. 59 - Does it matter how much time students spend on line outside of school?

    In 2012, 15-year-old students spent over two hours on line each day, on average across OECD countries. The most common online activities among 15-year-olds were browsing the Internet for fun and participating in social networks, with over 70% of students doing one of these every day or almost every day.

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  • 11-January-2016

    English

    Is the gender gap in higher education widening? (OECD Education&Skills Today Blog)

    One of the most remarkable consequences of the expansion of education in OECD countries over the past decades is the reversal of the gender gap in education. From outright exclusion and discrimination in educational institutions less than a century ago, girls and young women have conquered schools and colleges.

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  • 8-January-2016

    English

    Education Indicators in Focus No. 37 - Who are the bachelor’s and master’s graduates?

    Graduation rates for bachelor’s and master’s degrees have dramatically increased over the past two decades, with 6 million bachelor’s degrees and 3 million master’s degrees awarded in OECD countries in 2013. Although women represent over half of the graduates at the bachelor’s and master’s level, they are still strikingly under-represented in the fields of sciences and engineering.

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