What do innovative learning environments around the world look like? How might they be led and evaluated? What policy strategies stimulate and support them? For the past decade the OECD’s Centre for Education Research and Innovation (CERI) has addressed these and similar questions in an international study called Innovative Learning Environments.
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.
Quality transitions that are well-prepared and child centred, managed by highly educated staff who are collaborating professionally, and guided by appropriate and aligned curricula, can go a long way to ensure that the positive impacts of early learning and care will last through primary school and beyond.
Il ressort d’un nouveau rapport de l’OCDE que les pays devraient faire plus d’efforts pour proposer des services d’éducation et d’accueil des jeunes enfants (EAJE) de qualité et abordables afin de favoriser la mobilité sociale et de donner à plus d’enfants la possibilité d’exploiter pleinement leur potentiel.
In some countries and economies, such as Beijing-Shanghai-Jiangsu-Guangdong (China), Qatar,Thailand, Tunisia and the United Arab Emirates, students spend at least 54 hours per week learning at and outside of school combined, whereas in others, like Finland, Germany, Sweden, Switzerland and Uruguay, students spend less than 40 hours studying.
As this month’s PISA in Focus reveals, students spend considerably more time learning in some countries than in others, but this does not necessarily translate into better learning outcomes.
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.
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.
As our world becomes increasingly interconnected, so do the risks we face. A disease breaking out in a village in Africa, a bank crashing on Wall Street or a protest in a distant country can all potentially “snowball” and influence the world financial, health or security order.