If there’s one word that encapsulates the desires and aspirations of education stakeholders around the world, it is improvement.
Governments around the world are under growing pressure to improve their education systems. Rising spending is increasingly being matched by reforms to help disadvantaged children, invest in teachers and improve vocational training. But a widespread lack of evaluation of the impact of these reforms could hinder their effectiveness and hurt educational outcomes, according to a new OECD report.
Almost one in three teachers across countries participating in the 2013 Teaching and Learning International Survey (TALIS) reports having more than 10% of potentially disruptive students with behaviour problems in their classes. Teachers with more than one in ten students with behaviour problems spend almost twice as much time keeping order in the classroom than their peers with less than 10% of such students in their class.
Teachers can certainly face challenges in the classroom. In TALIS participating countries and economies, almost one in three teachers report having more than 10% of students with behavioural problems in their classes.
OECD Education Today - Education and the modern family
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This report depicts key policies, processes and factors related to the management of resources and their use in the Slovak pre-primary, primary and secondary education system.
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The quality of an education system today shapes the economic and social prosperity of the country tomorrow. Chile has embarked on wide-ranging reform to improve the quality and equity of its education system on several fronts, including early childhood education and care (ECEC), school funding, student selection, school governance, teacher career pathways, vocational education and training (VET) and tertiary education.
Professor John Hattie is held in high esteem as an education researcher and was called “possibly the world’s most influential education academic” by the Times Educational Supplement in 2012.
Looking at teachers at all levels of education, we learn that the majority of teachers are women. In all countries, the percentage of male teachers is particularly low in primary schools where teaching is still seen as a women’s job. As a result young children are missing out on role models of both sexes.
The report New insights from TALIS 2013: Teaching and Learning in Primary and Upper Secondary Education presents an overview of teachers and teaching in primary and upper secondary education for a sample of countries that participated in the OECD Teaching and Learning International Survey (TALIS) in 2013.