This report on New Zealand provides, from an international perspective,an independent analysis of major issues facing the educational evaluation and assessment framework, current policy initiatives, and possible future approaches.
This paper examines the normative impact of PISA by investigating how, and the extent to which , national policy actors use PISA in policies and practices, to evaluate and improve school-system performance.
The Guidelines for Quality Provision in Cross-border Higher Education were developed and adopted to support and encourage international cooperation and enhance the understanding of the importance of quality provision in cross-border higher education.
This report maps the development of the Programme, from determining what should be measured, to defining the meaning of PIAAC’s three core domains.
This study examines the feasibility of reporting scores of a test based on the Programme for International Student Assessment (PISA) 2000 instrument that was administered to a sample of 25-year-old Youth in Transition Survey (YITS) respondents on the PISA scale.
Les pouvoirs publics devraient investir davantage dans les établissements et les élèves défavorisés afin de promouvoir l’égalité des chances, selon un nouveau rapport de l’OCDE.
This working paper was prepared as part of the OECD thematic review Overcoming School Failure: Policies that Work, www.oecd.org/edu/equity. The project provides evidence on the policies that are effective to reduce school failure by improving low attainm
To facilitate individuals to adjust their skills to changes in market demands, Sweden has a relatively generous policy to stimulate formal adult education at the compulsory, upper secondary and tertiary levels.
This paper was prepared as part of the OECD thematic review Overcoming School Failure: Policies that Work. The project provides evidence on policies that help reduce school failure by improving low attainment and reducing dropout, and proactively supports countries in promoting reform.
This report provides, for the Czech Republic, an independent analysis of major issues facing the educational evaluation and assessment framework, current policy initiatives, and possible future approaches.