The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education systems. PISA shows that, rather than assuming that inequality of opportunity is set in stone, school systems can become more equitable over a relatively short time.
The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education systems.
Most people see social inequities in education as stubbornly persistent.
As governments around the world seek to tackle stubbornly high levels of youth unemployment, new attention has been focused on the relationship between education and employment.
For the first time in PISA a teacher questionnaire provides valuable information on teaching practices and learning activities in the classroom. This webinar will focus on insights from the PISA findings on teacher policy and practice.
English, PDF, 186kb
Talis 2008 Principal questionnaire
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.
English, PDF, 1,607kb
The education system of Puebla is undergoing a transformation. Ambitious national reforms have provided a new framework to improve teaching and evaluation practices, and ultimately raise student learning outcomes. At the same time, Puebla has also launched promising initiatives to improve the quality of education in the state.
Bringing you the highlights from the OECD Directorate for Education and Skills
English, PDF, 1,071kb
Early Childhood Education and Care Data Country Note - Finland