Latest Documents


  • 19-June-2017

    English

    Who makes it into PISA? (OECD Education Today Blog)

    Unlike earlier PISA reports, the 2015 PISA report (Volume I and Volume II) highlights differences in sample coverage – how many students were eligible to participate in PISA – between countries.

    Related Documents
  • 15-June-2017

    English

    Register for the webinar - Transitions from Early Childhood Education and Care to Primary Education (Wednesday, 21 June, at 17:00 Paris time)

    Join Andreas Schleicher, Director of the OECD Directorate for Education and Skills, and Éric Charbonnier, analyst in the Early Childhood and Schools division, who will present the main findings from Starting Strong V - Transitions from Early Childhood Education and Care to Primary Education.

    Related Documents
  • 13-June-2017

    English, PDF, 632kb

    Starting Strong V: Transition from Early Childhood Education and Care to Primary Education – Background report – Finland

    The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum.

    Related Documents
  • 13-June-2017

    English, PDF, 82kb

    Starting Strong V: Transition from Early Childhood Education and Care to Primary Education – Background report - Japan

    Starting Strong V: Transition from Early Childhood Education and Care to Primary Education – Background report - Japan

    Related Documents
  • 13-June-2017

    English, PDF, 82kb

    Starting Strong V: Transition from Early Childhood Education and Care to Primary Education – Background report – Wales

    Starting Strong V: Transition from Early Childhood Education and Care to Primary Education – Background report – Wales

    Related Documents
  • 13-June-2017

    English, PDF, 82kb

    Starting Strong V: Transition from Early Childhood Education and Care to Primary Education – Background report – Slovenia

    Starting Strong V: Transition from Early Childhood Education and Care to Primary Education – Background report – Slovenia

    Related Documents
  • 1-June-2017

    English

    Archived webinar - PISA Q&A Webinar - Students' Financial Literacy" with Andreas Schleicher - Director for the Directorate of Education and Skills

    PISA 2015 Results (Volume IV): Students’ Financial Literacy, explores students’ experience with and knowledge about money and provides an overall picture of 15-year-olds’ ability to apply their accumulated knowledge and skills to real-life situations involving financial issues and decisions.

    Related Documents
  • 25-May-2017

    English

    Is more choice always a good thing? (OECD Education Today Blog)

    Many education systems around the world are looking for ways to give parents more choice over where they send their children to school.

    Related Documents
  • 24-May-2017

    English

    PISA 2015 Results (Volume IV) - Students' Financial Literacy

    The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere, and allow them to learn from the policies and practices applied in other countries. PISA 2015 Results (Volume IV): Students’ Financial Literacy, is one of five volumes that present the results of the PISA 2015 survey, the sixth round of the triennial assessment. It explores students’ experience with and knowledge about money and provides an overall picture of 15-year-olds’ ability to apply their accumulated knowledge and skills to real-life situations involving financial issues and decisions.

    Over the past decades, developed and emerging countries and economies have become increasingly concerned about the level of financial literacy of their citizens, particularly among young people. This initially stemmed from concern about the potential impact of shrinking public and private welfare systems, shifting demographics, including the ageing of the population in many countries, and the increased sophistication and expansion of financial services. Many young people face financial decisions and are consumers of financial services in this evolving context. As a result, financial literacy is now globally recognised as an essential life skill.

  • 24-May-2017

    English

    Dollars and sense? Financial literacy among 15-year-olds (OECD Education Today Blog)

    Two in three 15-year-old students earn money from work activity, and more than one in two hold a bank account.

    Related Documents
  • << < 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 > >>