The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education systems.
Most people see social inequities in education as stubbornly persistent.
Countries have seen a major increase in the educational attainment level of their populations. In 1965, only 43% of young adults aged 25-34 had attained upper secondary education or higher on average across OECD countries. Fifty years later, upper secondary education had almost doubled with attainment levels reaching 84% in 2015.
Modern education systems, which are open to the middle classes and the poor, not just the elites, were established during the first industrial revolution in the 18th and 19th centuries.
Spanish, PDF, 2,870kb
El sector de la educación obtuvo buenos resultados en las habilidades para las TIC y para la resolución de problemas, aunque si se les compara a las de sectores de actividades profesionales, científi cas y técnicas, todavía va por detrás.
As governments around the world seek to tackle stubbornly high levels of youth unemployment, new attention has been focused on the relationship between education and employment.
The DAC defines aid to education as including education policy and administrative management, education facilities and training, teacher training and educational research, basic education, secondary education and post-secondary education.
For the first time in PISA a teacher questionnaire provides valuable information on teaching practices and learning activities in the classroom. This webinar will focus on insights from the PISA findings on teacher policy and practice.
English, PDF, 186kb
Talis 2008 Principal questionnaire
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.