The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.
The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders, education administrators; physical resources, such as location, buildings and equipment, and other resources such as learning time.
This series will offer timely policy advice to both governments and the education community. It will include both country reports and thematic studies.
On average across OECD countries, students’ belief that they can solve mathematics problems (mathematics self-efficacy) is associated with a difference of 49 score points in mathematics – the equivalent of one year of school.
A sense of self-efficacy is essential if students are to fulfil their potential. Yet too many students, particularly disadvantaged students, do not have confidence in their ability to tackle mathematics tasks.
Since the mid-1900s, the expansion of higher education systems has opened up opportunities for many students other than those from the elites. Higher education became the main route towards upward social mobility.
Parents’ level of education still greatly influences that of their children: individuals are 4.5 times more likely to attend higher education if one of their parents has a higher education degree than if both their parents have below upper secondary education.
The answer appears to be yes. Schooling plays a surprisingly large role in short-changing the most economically disadvantaged students of critical math skills, according to a study published today in Educational Researcher, a peer-reviewed journal of the American Educational Research Association.
Spain is emerging from a challenging period. The good news is that the economy has returned to moderate growth and unemployment rates are falling. Yet Spain’s progress along the path to inclusive growth may well falter if steps are not taken today to boost skills outcomes.
Selon un nouveau rapport de l’OCDE, en dépit de signes clairs de reprise économique et d’un recul du chômage, l’Espagne devra prendre de nouvelles mesures pour renforcer les compétences de ses citoyens et supprimer les obstacles à l’innovation et à l’emploi.
Bringing you the highlights from the OECD Directorate for Education and Skills
Français, Excel, 2,434kb
La Direction de l’éducation et des compétences de l’OCDE aide les individus et les nations à identifier et acquérir les connaissances et les compétences qui permettent l’accès à des emplois meilleurs et des vies meilleures, créent de la prospérité et favorisent l’inclusion sociale.