Romania’s education system has made impressive strides over the past two decades, with an increasing share of students mastering the basic competencies that they need for life and work. But these average improvements mask significant disparities in learning outcomes and attainment, with an increasing share of students leaving education early without basic skills. This review, developed in cooperation with UNICEF, provides Romania with recommendations to help strengthen its evaluation and assessment system, by reducing the weight of high stake examinations and creating more space for the formative discussions and feedback that are integral to improving learning and teaching. It will be of interest to Romania, as well as other countries looking to make more effective use of their evaluation and assessment system to improve quality and equity, and result in better outcomes for all students.
with Andreas Schleicher, Director for the Directorate of Education and Skills
The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere, and allow them to learn from the policies and practices applied in other countries. PISA 2015 Results (Volume III): Students’ Well-Being, is one of five volumes that present the results of the PISA 2015 survey, the sixth round of the triennial assessment. It explores a comprehensive set of well-being indicators for adolescents that covers both negative outcomes (e.g. anxiety, low performance) and the positive impulses that promote healthy development (e.g. interest, engagement, motivation to achieve).
Children spend a considerable amount of time in the classroom: following lessons, socialising with classmates, and interacting with teachers and other staff members. What happens in school – as well as at home – is therefore key to understanding whether students enjoy good physical and mental health, how happy and satisfied they are with different aspects of their life, how connected to others they feel, and the aspirations they have for their future.
Happy schools are places where children feel challenged but competent, where they work hard but enjoy it, where social relationships are rewarding and respectful, and where academic achievement is the product but not the sole objective.
Some rural regions benefit today from their proximity to social and economic urban centres to attract people and enhance their economic competitiveness.
Wales is implementing a wave of reforms designed to improve delivery of teacher education. There is a new curriculum; new teacher and leadership standards for teachers; and new accreditation standards for providers of initial teacher education.
English, PDF, 1,917kb
Well-designed policies could help address the outstanding issues in the ECEC profession and work environment in Kazakhstan. Some potential options for Kazakhstan are suggested in this report, based on its findings and the background report prepared by Kazakhstan and supplemented by a survey of policy options and country experiences.
English, PDF, 22kb
This public session will discuss the financial incentives to invest in education, with a particular focus on how tax systems impact skills development in OECD countries. The webinar will present some of the key findings from the OECD’s new report, Taxation and Skills and their implications for policy makers.
Every year in March, education ministers and union leaders of the highest-performing and most rapidly improving education systems (according to PISA) meet to seek ways to improve the status of the teaching profession. Many countries could use such guidance.
Sweden has one asset that few other countries in the Western world offer: a firm belief in the power of education to transform lives and promote social inclusion.