This paper discusses the most relevant issues concerning teacher evaluation in primary and secondary education by reviewing the recent literature and analysing current practices within the OECD countries.
In his introductory remarks at the UNESCO World Conference on Higher Education, Mr Gurría noted that governments need to address the social and human dimensions of the crisis, which means that recovery plans have to support the most vulnerable and include investing in skills development, education and enhanced training projects.
OECD countries face the question which governance models are most suitable to handle the increasingly complex and dynamic nature of education systems. Which governance models can provide education effectively and efficiently, and contribute to equity, economic growth and inno
Améliorer la direction des établissements scolaires – Études de cas sur des pratiques novatrices
Cette activité, qui réunit 22 pays participants, a pour objet de soutenir la formulation des politiques en proposant des analyses approfondies de différentes approches de la direction des établissements scolaires.
This conference will present a broad picture of the crisis and its impact on higher education in a transparent and interactive way: trends will be highlighted; case studies will allow in depth analysis; strategies will be shared.
OECD Education Ministers met informally in Oslo on 9-10 June 2009 under the chairmanship of Norway’s Minister of Education, Bård Vegar Solhjell, to discuss how to improve equity in education and reduce dropout rates in upper secondary school.
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The world economy is experiencing an economic downturn. GDP growth is slowing down and is expected to be negative in 2009 in the US, Japan, Britain and the Euro area. Unemployment is rising and consumer demand is falling, as the real economy is hit by the consequences of the financial turmoil
CELE Échanges, la revue du Centre de l'OCDE pour les environnements pédagogiques efficaces.
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OECD’s Teaching and Learning International Survey (TALIS) provides the first internationally comparative perspective on the conditions of teaching and learning.