Equality of opportunity is a lofty ideal, but some societies get closer to achieving it than others.
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.
English, PDF, 1,676kb
Brochure for the Teaching and Learning International Survey (TALIS) 2018. TALIS asks teachers and schools about their working conditions and the learning environments. It covers important themes such as initial teacher education and professional development; what sort of appraisal and feedback teachers get; the school climate; school leadership; and teachers’ instructional beliefs and pedagogical practices.
Les élèves de 15 ans des pays d’Asie de l’Est sont moins nombreux à indiquer avoir recours à la mémorisation que ceux de certains pays anglophones auxquels on les compare souvent.
Students who avoid making an effort to understand mathematics concepts may succeed in some school environments; but a lack of deep, critical and creative thinking may seriously penalise these students later in life when confronted with real, complex problems.
Bringing you the highlights from the OECD Directorate for Education and Skills
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.