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  • 19-December-2017

    English

    Busting the myth about standardised testing (OECD Education Today Blog)

    Standardised testing has received a bad rap in recent years. Parents and educators argue that too much testing can make students anxious without improving their learning.

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  • 15-December-2017

    English

    Citizenship and education in a digital world (OECD Education Today Blog)

    "Everyone believes in the atrocities of the enemy and disbelieves in those of his own side, without ever bothering to examine the evidence”, George Orwell wrote in 1943. And in an era of ‘fake news’ and post-truth, it resembles our world today.

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  • 15-décembre-2017

    Français

    Italie : l'OCDE recommande de renforcer la mise en œuvre des réformes afin d’améliorer les compétences

    Les réformes engagées récemment par l’Italie dans les domaines de l’éducation (« Buona Scuola »), du travail (« Jobs Act ») et de la politique industrielle (« Industria 4.0 ») offrent des synergies évidentes et pourraient contribuer à atténuer les déséquilibres inquiétants constatés entre l’offre et la demande de compétences sur le marché du travail italien, selon le nouveau rapport de l'OCDE intitulé « Getting Skills Right: Italy ».

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  • 14-décembre-2017

    Français

    L’amélioration des compétences est la clé pour dynamiser la croissance et la création d’emplois en France

    Pour stimuler la création d’emplois et la croissance, la France doit améliorer l’égalité d’accès à un enseignement et une formation de qualité et promouvoir une meilleure utilisation des compétences, selon un nouveau rapport publié par l'OCDE.

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  • 12-December-2017

    English

    Educating our youth to care about each other and the world (OECD Education Today Blog)

    In 2015, 193 countries committed to achieving the 17 Sustainable Development Goals (SDGs) of the United Nations, a shared vision of humanity that provides the missing piece of the globalisation puzzle. The extent to which that vision becomes a reality will in no small way depend on what is happening in today’s classrooms. Indeed, it is educators who hold the key to ensuring that the SDGs become a real social contract with citizens.

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  • 6-December-2017

    English

    How can countries close the equity gap in education? (OECD Education Today Blog)

    Education plays a dual role when it comes to social inequality and social mobility. It is the main way for societies to foster equality of opportunity and support upward social mobility for children from disadvantaged backgrounds. But the evidence is overwhelming that education often reproduces social divides in societies, through the impact that parents’ economic, social and cultural status has on children’s learning outcomes.

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  • 6-décembre-2017

    Français

    Il faut redoubler d’efforts pour aider les enfants des familles défavorisées à réussir

    Dans le nouveau rapport intitulé Educational Opportunity For All, l’OCDE souligne que trop de jeunes des milieux défavorisés n’acquièrent pas les compétences scolaires dont ils auront besoin demain sur le marché du travail.

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  • 5-December-2017

    English, PDF, 2,729kb

    Brochure - Social and Emotional Skills Well-being, connectedness and success

    Education systems need to prepare students for their future, rather than for our past. In these times, digitalisation is connecting people, cities and continents to bring together a majority of the world’s population in ways that vastly increases our individual and collective potential.

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  • 4-December-2017

    English

    Who really bears the cost of education? (OECD Education Today Blog)

    It can be difficult to get your head around education finance. Who actually pays for it, where does the money come from, and how is it spent are all crucial questions to ask if you want to understand how the money flows in education.

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  • 1-December-2017

    English

    OECD Reviews of School Resources: Chile 2017

    This country review report for Chile provides, from an international perspective, an independent analysis of major issues facing the use of school resources in Chile, current policy initiatives, and possible future approaches. The report serves three purposes: i) to provide insights and advice to Chilean education authorities; ii) to help other countries understand the Chilean approach to the use of school resources; and iii) to provide input for the comparative analysis of the OECD School Resources Review. The analysis in the report focusses on the following areas: i) the funding of school education (including planning, distribution, incentives and monitoring); ii) equity resourcing policies targeted at specific groups of students; iii) school organisation and the operation of schools; and iv) the teaching profession.

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