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Professor John Hattie is held in high esteem as an education researcher and was called “possibly the world’s most influential education academic” by the Times Educational Supplement in 2012.
Si après leur journée d’école, la plupart des élèves de 15 ans consacrent une partie de leur temps à faire leurs devoirs, ce temps a néanmoins diminué entre 2003 et 2012. Les élèves issus d’un milieu socio-économique favorisé et ceux qui fréquentent un établissement favorisé sur le plan socio-économique consacrent en général davantage de temps aux devoirs.
Looking at teachers at all levels of education, we learn that the majority of teachers are women. In all countries, the percentage of male teachers is particularly low in primary schools where teaching is still seen as a women’s job. As a result young children are missing out on role models of both sexes.
The report New insights from TALIS 2013: Teaching and Learning in Primary and Upper Secondary Education presents an overview of teachers and teaching in primary and upper secondary education for a sample of countries that participated in the OECD Teaching and Learning International Survey (TALIS) in 2013.
The Teaching and Learning International Survey (TALIS) asks teachers and principals who they are, where they teach and how they feel about their work. The results on lower secondary schools were published in TALIS 2013 Results: An International Perspective on Teaching and Learning. A few countries chose to also conduct the survey in primary and/or upper secondary education. This report presents the results of these options
The PISA 2012 Technical Report describes the methodology underlying the PISA 2012 survey, which tested 15-year-olds’ competencies in mathematics, reading and science and, in some countries, problem solving and financial literacy.
Can PISA results predict the quality of a country’s labour force one decade later? To find out, we compared some of the results from the PISA 2000 and PISA 2003 tests with results from the 2012 Survey of Adult Skills (a product of the OECD Programme for the International Assessment of Adult Competencies, or PIAAC).
Countries where 15-year-old students perform at high standards internationally tend to be the same countries where these young adults tend to perform well at the age of 26 to 28.
Want to get involved in shaping the future of education? As the United Nations Millennium Development Goals (MDG) reach their 2015 deadline, several international groups, including the OECD, are formulating a new set of goals and targets for sustainable development… and we’d like to know what you think.
How big should schools be? Is bigger better? Or do all the best things come in small packages? For education systems, the question of how school size influences quality and efficiency has long been an important issue.