Through the Tohoku School Project, the students have developed their capacities for innovation, leadership, and co-operation. They learned how to get the information they need when there isn’t a readymade answer in their textbook or a teacher to guide them. In other words, they learned how to learn – perhaps the most valuable lesson of all! said OECD Secretary-General.
Français, PDF, 2,991kb
Dans les pays de l’édition 2013 de l’Enquête internationale sur l’enseignement et l’apprentissage (TALIS), moins d’un enseignant sur trois estime que sa profession est valorisée dans la société.
Pour les enseignants, les chefs d’établissement et les systèmes éducatifs dans leur ensemble, l’un des plus grands défis à relever consiste à compenser le handicap socioéconomique dont peuvent souffrir les élèves. Or les données du PISA montrent que certains pays y parviennent beaucoup mieux que d’autres.
This publication offers insights and advice to teachers and school leaders on how they can improve teaching and learning in their schools. It is both a guide through TALIS and a handbook for building excellence into teaching.
English, PDF, 499kb
The typical teacher in lower secondary education in Latvia is a 47 year old woman, who reports having 22 years of teaching experience and who completed a teacher education or training programme. Teachers in Latvia report spending 84% of their lesson time on actual teaching and learning, and 90% teachers report overall satisfaction with their job.
La plupart des enseignants aiment leur travail, même s’ils estiment être peu soutenus et reconnus au sein de l’institution scolaire, et déconsidérés par la société au sens large, selon une nouvelle enquête de l'OCDE.
English, PDF, 4,361kb
This review report for the Netherlands provides, from an international perspective, an independent analysis of major issues facing the Dutch evaluation and assessment framework in education, current policy initiatives and possible future approaches. This series forms part of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes.
English, PDF, 3,656kb
The report Improving Schools in Wales: An OECD Perspective proposes a comprehensive strategy for Wales to support equity and quality in its school system building on a comparative perspective. It draws upon lessons from PISA, high performers and successful reformers in education, and on the research and analysis of key aspects of education policy in Wales undertaken by the OECD-Wales Review Team.
The capacity to engage creatively in cognitive processing to understand and resolve problem situations where a method of solution is not immediately obvious (including motivational and affective aspects).
Presentation for the 2014 International Summit on the Teaching Profession, by Andreas Schleicher, Acting Director for the Directorate of Education and Skills, and Special Advisor on Education Policy to the Secretary-General, OECD