Si les systèmes éducatifs ont réalisé des avancées majeures pour ce qui est de réduire les écarts constatés entre filles et garçons en termes de résultats scolaires, un net fossé demeure entre eux sur le plan de l’orientation professionnelle, laquelle se détermine bien plus tôt qu’on ne le pense généralement.
Some 37% of students in the Netherlands reported that they often worry that mathematics classes will be difficult for them. In Argentina, 80% of students reported the same worry.
Greater anxiety towards mathematics is associated with lower scores in mathematics, both between and within countries. The better a student’s schoolmates perform in mathematics, the greater the student’s anxiety towards mathematics.
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The United Arab Emirates is identified by PISA (Programme for International Student Assessment) as one of the most rapidly improving education systems in the world. However its students still perform well below the levels expected in advanced economies.
Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. This report on Egypt examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how theyshould be linked to academic and university programmes and how employers and unions can be engaged. The country reports in this series look at these and other questions. They form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
Entre 2000 et 2012, le pourcentage de jeunes adultes (25-34 ans) diplômés de l’enseignement tertiaire a augmenté de plus de 3 % par an, en moyenne, dans les pays de l’OCDE. En moyenne, dans les 24 entités nationales et infranationales ayant pris part à l’Évaluation des compétences des adultes de l’OCDE, 39 % des adultes ont atteint un niveau de formation supérieur à celui de leurs parents.
Over the past decades, education systems have expanded enormously. They provide opportunities for many more students than before to access and succeed in secondary and tertiary education.
Between 2000 and 2012, the proportion of young adults (25-34 year-olds) with a tertiary qualification has grown by more than 3% per year on average in OECD countries. On average across 24 national and sub-national entities participating in the OECD Survey of Adult Skills, 39% of adults have achieved a higher level of education than their parents.
Africa has made significant progress in recent years but important challenges to African development remain that we can break down into three linked areas. Let’s call them the “three i’s”: interconnectedness, investment, and inclusiveness.
If there’s one word that encapsulates the desires and aspirations of education stakeholders around the world, it is improvement.