Across OECD countries, 5% of students expect to work as teachers: 3% of boys and 6% of girls. The academic profile of students who expect to work as teachers varies, but in many OECD countries, students who expect to work as teachers have poorer mathematics and reading skills than other ambitious students who expect to work as professionals but not as teachers.
Who wants to be a teacher? As this month’s PISA in Focus shows, in many countries the teaching profession is having a hard time making itself an attractive career choice – particularly among boys and among the highest-performing students.
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Despite rapidly expanding access to ICT among households, in 2012 some 37% of 15-year-old students in Colombia still had no access to a computer at home (in 2009, this proportion was 52%).
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Egypt is going through a major political transition. It will need to manage that transition in ways that bring about greater cohesion in the Egyptian society and greater capacity to build a more competitive and sustainable economy. Effective education is the key to both these challenges.
Since 2000, the OECD Programme for International Student Assessment (PISA) has been measuring the skills and knowledge of 15-year-old students in over 70 countries.
Only in some countries is a larger proportion of immigrant students in schools related to lower student performance – and this relationship is mostly explained by the concentration of disadvantaged students in these schools.
It is difficult for us here in Paris to think about much else beside the innocents who lost their lives last week during the senseless, brutal attack that shook our city. Our thoughts are with their families and loved ones; our spirit remains firmly fixed on the values we cherish: liberté, égalité, fraternité.
Les travaux de recherche montrent qu’en matière d’éducation et d’accueil des jeunes enfants, c’est la qualité qui prime. Les pays sont de plus en plus nombreux à mettre en place des mécanismes de suivi pour veiller à la qualité et à la transparence de ces programmes. Cette nouvelle publication examine comment les pays peuvent mettre au point et exploiter de tels mécanismes pour améliorer la qualité des services et du personnel dans l’intérêt du développement de l’enfant. Elle dresse un tableau international de la situation et fournit des exemples concrets pour aider les responsables de l’élaboration des politiques, les spécialistes du suivi et les professionnels de l’éducation à définir leurs propres pratiques et stratégies de suivi.
The latest report in the OECD’s Starting Strong series reviews the monitoring systems of 24 jurisdictions and reveals that monitoring does not merely encompass regulatory compliance but is moving towards better understanding what is happening inside an ECEC setting and how a child develops in several areas.
Education has become increasingly important worldwide, including politically. Probably the key driver for this is economic – the fundamental role of knowledge and skills in underpinning and maintaining prosperity.