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  • 10-November-2020

    English, PDF, 852kb

    TALIS 2018 Country Note Volume II - Israel

    The OECD Teaching and Learning International Survey (TALIS) is an international, large-scale survey of teachers, school leaders and the learning environment in schools. This note presents findings based on the reports of lower secondary teachers and their school leaders in mainstream public and private schools.

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  • 10-November-2020

    English

    An implementation framework for effective change in schools

    This Education Policy Perspectives analyses the different dimensions of education policy implementation and provides a framework to help policy makers make concrete changes to their education system. It proposes actions to consider when designing education policies to reachschools effectively and improve student learning. The framework recognises that education policy has become more complex and requires balancing traditional top-down implementation processes with more bottom-up approaches that leave room for co-construction and local adaptation. It suggests that to accomplish education change in schools, policy makers need to shape a coherent, actionable and well-communicated implementation strategy that engages stakeholders early on and takes into account the environment as part of the policy design process. The framework is part of the Implementing Education Policies Programme of the OECD Directorate for Education and Skills. Building on its knowledge of education policy making across education systems internationally, the programme offers comparative knowledge, peer learning opportunities, and tailored support for countries to help them achieve success in the implementation of their education policies and reforms in the 21st century.
  • 28-October-2020

    English

    Teachers’ training and use of information and communications technology in the face of the COVID-19 crisis

    The COVID-19 outbreak has caused one of the greatest disruptions to education witnessed in recent years. In an attempt to prevent the circulation of the virus and to ensure the right to education, many governments quickly transitioned from traditional face-to-face instruction to some form of distance learning. To ensure learning continuity during the school closures, many teachers around the globe were tasked with moving their lessons on line. There is some evidence that education systems are moving to a 'new normal' where traditional face-to-face instruction will be complemented by some form of distance learning. Even though data collection was conducted before the COVID-19 outbreak, the OECD’s Teaching and Learning International Survey (TALIS 2018) offers some useful information to illuminate why some teachers are more likely to let students use ICT for projects or class work than others, and to explore the factors behind whether teachers take up professional development activities that include ICT skills for teaching.
  • 27-October-2020

    English

    Improving school quality in Norway 2020 - Progress with the Competence Development Model

    In 2017, the Government of Norway introduced a new competence development model for schools, to provide municipalities and schools with greater freedom of action and empower them to carry out systematic school improvement. This model has the potential to promote collective teacher professionalism, but requires a carefully thought out implementation strategy to yield positive results. From 2018, the OECD partnered with Norway to support this implementation process, and undertook an initial assessment of the implementation strategy of the model (Improving School Quality in Norway: The New Competence Development Model, 2019). In the meantime, the Norwegian Directorate for Education and Training has kept on co-shaping the model with universities and education stakeholders at the regional and local level. This new report assesses progress made, and makes further recommendations to move forward with the model development. The report will be valuable not only for Norway, but also to the many countries that are looking to promote school-based professional development and bridge the gap between policy design and effective implementation.
  • 26-October-2020

    English

    Going Digital in Brazil

    Going Digital in Brazil analyses recent developments in Brazil’s digital economy, reviews policies related to digitalisation and makes recommendations to increase policy coherence in this area. The report examines the availability and quality of communication networks and services in Brazil, as well as related policies and regulations. It also reviews trends in digital technology usage among individuals, businesses and the government, and examines policies to foster diffusion. It discusses efforts to enhance trust in the digital economy, focusing on digital security, privacy and consumer protection. It also reviews policies to promote digital innovation and examines the policy implications of emerging business models in key sectors. The report reconsiders these policies in relation to their coherence across different domains and provides recommendations to foster synergies across government ministries, levels and institutions, based on the OECD Going Digital Integrated Policy Framework.
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  • 23-October-2020

    English

    Benchmarking the Performance of China's Education System

    This report provides an assessment of both the strengths and potential areas for improvement of the education system of the People’s Republic of China. It articulates the inputs and outputs of China’s education system, brings in up-to-date policies and practices implemented in China, and provides an in-depth analysis on how China’s education system is performing in four overarching dimensions: learning environment, curriculum and teaching practices, student outcomes and education governance. Additionally, this report compares China with other high performing education systems to show the common or divergent patterns between them, offering insights for education systems around the world.
  • 22-October-2020

    English

    PISA 2018 Results (Volume VI) - Are Students Ready to Thrive in an Interconnected World?

    The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries. This is one of six volumes that present the results of the PISA 2018 survey, the seventh round of the triennial assessment. Volume VI: Are Students Ready to Thrive in an Interconnected World? explores students’ ability to examine issues of local, global and cultural significance; understand and appreciate the perspectives and worldviews of others; engage in open, appropriate and effective interactions across cultures; and take action for collective well-being and sustainable development. The volume explores students’ outcomes on the cognitive test and corresponding questionnaire in addition to their experiences of global and intercultural learning at school and beyond.
  • 22-October-2020

    English

    Governance for Youth, Trust and Intergenerational Justice - Fit for All Generations?

    Global transformations – from population ageing to digitalisation, rising inequalities and climate change – have created profound uncertainties for young people and future generations, despite unprecedented access to information, education and technology. Moreover, the COVID-19 pandemic has exacerbated pre-existing challenges in youth’s mental well-being and employment, while raising concerns about the sustainability of public finances. This report provides the first comparative assessment of the policies, laws, institutional capacities and governance tools put in place by 42 national governments and the European Union to promote youth empowerment and intergenerational justice. It sets benchmarks for cross-country comparisons in three main areas: 1) Supporting youth’s transition to an autonomous life, 2) Enhancing youth’s participation and representation in public life as well as trust in government, and 3) Delivering fair policy outcomes for all generations. Finally, it provides practical insights for policy makers, civil society and young people seeking to build a present and future that leaves no generation behind.
  • 22-October-2020

    English

    Big gender gap in students attitudes and engagement in global and multicultural issues, finds new OECD PISA report

    Schools and education systems are failing to give boys and girls across the world the same opportunities to learn and apply their knowledge of global and multicultural issues, according to a new report on the first OECD PISA assessment of the knowledge, skills and attitudes of students to engage with other people and cultures.

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  • 22-October-2020

    English

    Do all students have equal opportunities to learn global and intercultural skills at school?

    Many education systems seek to create an open, diverse and tolerant society, as education can play a significant role in countering racial, ethnic and national prejudice among children and adolescents. Education for living in an interconnected and diverse world could also contribute to forming generations of citizens who care about global and intercultural issues and who are able and willing to take action for sustainable development and collective well-being. In its 2018 assessment, PISA assessed the competences needed to live in an interconnected and diverse world. Global competence is defined in PISA 2018 as a multi-dimensional capacity that encompasses the ability to: 1) examine issues of local, global and cultural significance; 2) understand and appreciate the perspectives and worldviews of others; 3) engage in open, appropriate and effective interactions across cultures; and 4) take action for collective well-being and sustainable development. This PISA in Focus examines the equity of the learning opportunities for global and intercultural skills.
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