Today’s children will need a balanced set of cognitive, social and emotional skills in order to succeed in modern life. Their capacity to achieve goals, work effectively with others and manage emotions will be essential to meet the challenges of the 21st century. While everyone acknowledges the importance of socio-emotional skills such as perseverance, sociability and self-esteem, there is often insufficient awareness of “what
The archived webinar with Andreas Schleicher presenting the results from The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence is now available.
An analysis of PISA data reveals how student performance is affected by such “intangibles” as behaviour in and outside of school, and self-confidence, and how, in turn, students’ behaviour and confidence can be influenced by parents’ and teachers’ attitudes and expectations.
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.
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.