PISA 2015 focused on science, with the understanding that, although not every student is interested in becoming a scientist, all of us now need to be able to “think like a scientist” sometimes.
« Pouvoirs publics et société civile : co-construire l’avenir numérique en éducation » , le 14 novembre 2016, de 14h00 à 18h00
More and more adults are earning a tertiary qualification, but not all tertiary degrees have the same value on the labour market. In general, postgraduate degrees such as master’s and doctoral degrees are associated with higher employment rates and earnings than bachelor’s degrees.
Why women and men choose to pursue different fields of study, and why those choices vary among countries, is not easy to determine.
On 6 December, the latest results from the OECD Programme for International Student Assessment, better known as PISA, will be made public.
Vocational education and training (VET) programmes are facing rapid change and intensifying challenges. How can employers and unions be engaged? How can workbased learning be used? How can teachers and trainers be effectively prepared? How should postsecondary programmes be structured? The country reports in this series look at these and other questions. They form part of Skills beyond School, OECD policy reviews of vocational education and training.
Every three years, the Programme for International Student Assessment, better known as PISA, evaluates 15 year-old students around the world to determine how well their education system has prepared them for life after compulsory schooling. Once the results are published, the media rush to compare their countries’ positions in the international league tables. Government policy makers, journalists and academic researchers mine the report to find out how successful education systems elicit the best performance from their students while making access to high-quality education more equitable. But sometimes the key messages don’t make it back to the teachers who are preparing their country’s students every day.
Ten Questions for Mathematics Teachers… and How PISA Can Help Answer Them aims to change that. This report delves into topics such as, “How much should I encourage my students to be responsible for their own learning in mathematics?” or “As a mathematics teacher, how important is the relationship I have with my students?”. It gives teachers timely and relevant data and analyses that can help them reflect on their teaching strategies and how students learn.
Exposure to high quality teacher professional development varies greatly both between and within countries, which broadens the scope of work for policy makers.
Les jeunes qui arrêtent l’école à 16 ans avec peu de qualifications éprouvent de plus en plus de difficultés à trouver du travail, et leurs chances pourraient ne pas s’améliorer même si l’économie se redresse, selon un nouveau rapport de l’OCDE.
Students unable to navigate through our complex digital landscape are simply no longer able to participate in our social, economic and cultural life.