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2013 International Summit on the Teaching Profession
How can we measure what makes a school system work? Andreas Schleicher walks us through the PISA test, a global measurement that ranks countries against one another -- then uses that same data to help schools improve. Watch to find out where your country stacks up, and learn the single factor that makes some systems outperform others.
Education is one OECD department that has embraced the information revolution.
In this paper we document the impact of education levels on labour market outcomes from 1994 to 2010 using national household survey data.
The OECD Directorate for Education has launched the Thomas J. Alexander Fellowship Programme. Mr. Alexander (1940 - 2012) was the Director for the OECD’s Education, Employment, Labour and Social Affairs Directorate from 1989-2000.
The OECD has shown its commitment to this strand of G20 work by providing your Leaders with key global principles to enhance financial consumer protection in 2011 at the Cannes Summit; and by promoting the development of consistent financial education strategies with the High Level OECD/INFE Principles on national strategies for financial education delivered, said Angel Gurría, OECD Secretary-General.
Most of us think of education as the great leveller; but are our education systems really doing all they can to ensure that boys and girls from all backgrounds have an equal shot at a high-quality education? As this month’s PISA in Focus reports, some countries have been more successful than others in levelling the playing field for their students.
A lo largo de los últimos 50 años, la educación superior de los países de la OCDE se ha caracterizado por los fenómenos de expansión y diversificación. Chile no es una excepción a esta tendencia: se ha experimentado un aumento espectacular en el número de alumnos, así como de la oferta de nuevas instituciones y carreras.
The theme of the third annual International Summit on the Teaching Profession, to be held in Amsterdam on 13-14 March 2013, focuses on teacher evaluation and professional standards.
In Slovakia, educational outcomes are below the OECD average and are too dependent on the
socioeconomic background of students.