Latest Documents


  • 12-February-2016

    English

    Supporting Teacher Professionalism - Insights from TALIS 2013

    This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators.

    The report focuses on lower secondary teachers (ISCED 2) in different education systems and looks at cross-cultural differences in teacher professionalism. It explores how teacher professionalism is linked to policy-relevant teacher outcomes such as perceived status, satisfaction with profession and school environment or perceived self-efficacy. The publication also tackles equity concerns in teacher professionalism: it examines professionalism support gaps, which are defined as differences in support for teacher professionalism in schools with high levels of disadvantage as compared to those with low-levels of disadvantage. Last but not least, the report presents a number of policy-relevant recommendations to enhance teacher professionalism and equity in access to high-quality teaching in OECD member countries.

  • 10-February-2016

    English

    Low-Performing Students - Why They Fall Behind and How To Help Them Succeed

    There is no country or economy participating in PISA 2012 that can claim that all of its 15-year-old students have achieved a baseline level of proficiency in mathematics, reading and science. Poor performance at school has long-term consequences, both for the individual and for society as a whole.  Reducing the number of low-performing students is not only a goal in its own right but also an effective way to improve an education system’s overall performance – and equity, since low performers are disproportionately from socio-economically disadvantaged families.

    Low-performing Students: Why they Fall Behind and How to Help them Succeed examines low performance at school by looking at low performers’ family background, education career and attitudes towards school. The report also analyses the school practices and educational policies that are more strongly associated with poor student performance. Most important, the evidence provided in the report reveals what policy makers, educators, parents and students themselves can do to tackle low performance and succeed in school.

  • 8-February-2016

    English

    On target for 21st-century learning? The answers (and questions) are now on line. (OECD Education&Skills Today Blog)

    School leaders are calling the PISA-based Test for Schools one of the better indicators out there of how well students are prepared for 21st century learning.

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  • 2-February-2016

    English

    Register for the Webinar on Low-Performing Students - Why They Fall Behind and How To Help Them Succeed (10 February 19h30. CET)

    With Andreas Schleicher, OECD Director of Education and Skills, and Daniel Salinas, OECD education analyst and main author of the report.

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  • 2-February-2016

    English

    Register for the Webinar on Supporting Teacher Professionalism (February 12, 2016-10:00 a.m - 12:00 p.m.) (ET)

    The Alliance for Excellent Education and the National Commission on Teaching and America’s Future (NCTAF) will join forces with the Organisation for Economic Co-operation and Development (OECD) to host a joint U.S. release of the OECD’s new report Supporting Teacher Professionalism.

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  • 22-January-2016

    English

    Joining the battle against extremism (OECD Education&Skills Today Blog)

    Whoever has a hammer sees every problem as a nail. Those in the security business tend to see the answer to radicalism and terrorism in military might, and those in the financial business in cutting flows of money.

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  • 18-January-2016

    English

    21st Century Children (OECD Education&Skills Today Blog)

    What is the nature of modern childhood? Released today, the book Trends Shaping Education 2016 looks at major social, demographic, economic and technological trends affecting the future of education

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  • 12-January-2016

    English

    Can students be overconnected? (OECD Education&Skills Today Blog)

    Most 15-year-olds in OECD countries spend at least some time each day wandering through cyberspace as part of their media diet.

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  • 12-January-2016

    English

    PISA in Focus No. 59 - Does it matter how much time students spend on line outside of school?

    In 2012, 15-year-old students spent over two hours on line each day, on average across OECD countries. The most common online activities among 15-year-olds were browsing the Internet for fun and participating in social networks, with over 70% of students doing one of these every day or almost every day.

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  • 6-January-2016

    English

    The trends shaping the future of education (OECD Education&Skills Today Blog)

    The OECD's work on Trends Shaping Education looks at major social, demographic, economic and technological trends affecting the future of education. The newest edition of the publication will be released on 18 January.

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