Students who avoid making an effort to understand mathematics concepts may succeed in some school environments; but a lack of deep, critical and creative thinking may seriously penalise these students later in life when confronted with real, complex problems.
Bringing you the highlights from the OECD Directorate for Education and Skills
If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force.
A generation ago, teachers could expect that what they taught would equip their students with the skills needed for the rest of their lives.
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The OECD TALIS Survey asks teachers and principals about the teaching and learning conditions that research tells us improve teaching. The proposed international video study of teaching practices will allow us to go one step further, by looking directly into the classroom.
Children and young people are among the biggest losers in the European economic and debt crisis.
If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force. Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World, the background report to the sixth International Summit on the Teaching Profession, describes the knowledge, skills and character qualities common to the most effective teachers. It examines the education policies and practices that help teachers to acquire these tools, including through induction and mentoring programmes, ongoing professional development activities, student assessments, and collaboration with colleagues. The publication also discusses the importance of involving all stakeholders – especially teachers – in the process of education reform.
Voici la page d'acceuil sur l'Etude TALIS sur la Formation initiale des enseignants
Primary school is a fundamental stage in children’s education. Yet it is often neglected in education research and policy debates, somehow squeezed between the seemingly more important stages of early childhood education and secondary education.
The number and length of school holidays differs significantly across OECD countries, meaning the number of instructional days in primary and secondary education ranges from 162 days a year in France to more than 200 days in Israel and Japan.