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  • 26-June-2017

    English, PDF, 11kb

    Newsroom - OECD says countries should rethink school funding policies

    Newsroom - OECD says countries should rethink school funding policies

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  • 23-June-2017

    English

    Rethinking the learning environment (OECD Education Today Blog)

    What do innovative learning environments around the world look like? How might they be led and evaluated? What policy strategies stimulate and support them? For the past decade the OECD’s Centre for Education Research and Innovation (CERI) has addressed these and similar questions in an international study called Innovative Learning Environments.

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  • 22-June-2017

    English

    Archived webinar - Transitions from Early Childhood Education and Care to Primary Education

    The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum.

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  • 21-June-2017

    English

    Priming up for primary school (OECD Education Today Blog)

    Quality transitions that are well-prepared and child centred, managed by highly educated staff who are collaborating professionally, and guided by appropriate and aligned curricula, can go a long way to ensure that the positive impacts of early learning and care will last through primary school and beyond.

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  • 21-June-2017

    English, PDF, 767kb

    Starting Strong V: Transition from Early Childhood Education and Care to Primary Education – Background report – Sweden

    The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum.

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  • 21-June-2017

    English, PDF, 315kb

    Starting Strong V: Transition from Early Childhood Education and Care to Primary Education – Background report – Denmark

    SThe transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum.

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  • 21-June-2017

    English, PDF, 778kb

    Starting Strong V: Transition from Early Childhood Education and Care to Primary Education – Background report – Norway

    The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum.

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  • 21-June-2017

    English, PDF, 11,413kb

    Starting Strong V: Transition from Early Childhood Education and Care to Primary Education – Background report – Kazakhstan

    The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum.

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  • 21-June-2017

    English, PDF, 557kb

    Starting Strong V: Transition from Early Childhood Education and Care to Primary Education – Background report – Austria

    The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum.

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  • 20-June-2017

    English

    PISA in Focus No. 73 - Do students spend enough time learning?

    In some countries and economies, such as Beijing-Shanghai-Jiangsu-Guangdong (China), Qatar,Thailand, Tunisia and the United Arab Emirates, students spend at least 54 hours per week learning at and outside of school combined, whereas in others, like Finland, Germany, Sweden, Switzerland and Uruguay, students spend less than 40 hours studying.

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