Partager

Danemark


  • 2-February-2021

    English

    Positive, High-achieving Students? - What Schools and Teachers Can Do

    The work of teachers matters in many different ways. Not only do they provide students with the knowledge and skills needed to thrive in the labour market, but they also help develop the social-emotional skills that are vital for students’ personal development and for their active citizenship. But how do teachers best achieve this? By linking 2018 data from the Teaching and Learning International Survey (TALIS) with evidence from the Programme for International Student Assessment (PISA) – known as the TALIS-PISA link – this report aims to identify the teacher and school factors that matter most for student achievement and social-emotional development. The report uses a data-driven approach – based on machine learning and standard regression analyses – to identify the dimensions that are most strongly linked with student outcomes, and then combines this with a careful review of theory and previous research to analyse and interpret the findings. These findings provide a rich illustration of the many ways in which teachers and school leaders might influence the success of their students, acting as a tool for educators to reflect upon their own practice. Finally, the report offers several directions for education policy.
  • 7-December-2020

    English

    Education Policy Outlook in Denmark

    This country policy profile on education in Denmark is part of the Education Policy Outlook series. Building on the first country policy profile for Denmark (2014), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade's worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also offers analysis of Denmark’s system's initial responses to the COVID-19 crisis and provides insight into approaches to building greater responsiveness and resilience for the future.
  • 30-November-2020

    English

    Building a High-Quality Early Childhood Education and Care Workforce - Further Results from the Starting Strong Survey 2018

    The work of early childhood education and care (ECEC) professionals is the major driver of the quality of an ECEC system. As evidence accumulates on the strong benefits of investing in early education, countries need effective policies to attract, maintain and retain a highly skilled workforce in the sector. This report looks at the makeup of the early childhood education and care workforce across countries, assessing how initial preparation programmes compare across different systems, what types of in-service training and informal learning activities help staff to upgrade their skills, and what staff say about their working conditions, as well as identifying policies that can reduce staff stress levels and increase well-being at work. The report also looks at which leadership and managerial practices in ECEC centres contribute to improving the skills, working conditions and working methods of staff. The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is the first international survey that focuses on the early childhood education and care workforce. It offers an opportunity to learn about the characteristics of ECEC staff and centre leaders, their practices at work, and their views on the profession and the sector. This second volume of findings, Building a High-Quality Early Childhood Education and Care Workforce, examines factors that influence the skills development of ECEC professionals, their working conditions and well-being at work, and leadership in ECEC centres.
  • 3-juillet-2020

    Français

    L’importance des compétences - Résultats supplémentaires de l'évaluation des compétences des adultes

    La révolution technologique qui a marqué les dernières décennies du XXe siècle a entraîné une forte augmentation de la demande de facultés de traitement de l’information et d’autres compétences cognitives et interpersonnelles sur le marché du travail. Sur la base des résultats des 33 pays et régions ayant participé aux deux premières vagues de l'Enquête sur les compétences des adultes en 2011-12 et 2014-15, ce rapport décrit les compétences dans trois domaines de traitement de l'information et examine comment les compétences sont liées au marché du travail et aux résultats sociaux. Il décrit notamment les résultats des six pays ayant participé à la troisième vague du premier cycle du PIAAC en 2017-18 (Équateur, États-Unis, Hongrie, Kazakhstan, Mexique et Pérou). L’Évaluation des compétences des adultes, un produit du Programme de l’OCDE pour l’évaluation internationale des compétences des adultes (PIAAC), a été conçue pour montrer dans quelle mesure les individus possèdent certaines de ces facultés et compétences clés et comment ils les utilisent dans le cadre professionnel et dans la vie privée. Cette enquête, la première du genre, évalue directement le niveau de compétence dans trois domaines du traitement de l’information : la littératie, la numératie et la résolution de problèmes.
  • 2-July-2020

    English

    Quality Early Childhood Education and Care for Children Under Age 3 - Results from the Starting Strong Survey 2018

    The experience of children under age 3 with early childhood education and care (ECEC) is crucial for their learning, development and well-being and for parents’ return to work. Despite increasing recognition of the importance of ECEC for the youngest children, little is known about this sector. The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is the first international survey that focuses on the ECEC workforce. It asks staff and leaders about themselves and their settings, including the practices they use with children and their views on the sector. This thematic report focusses on ECEC for children under age 3, an option of the Survey in which four countries (Denmark, Germany, Israel and Norway) participated. The report answers many questions that are important for parents, actors in the field, and policy makers.
  • 15-November-2019

    English

    The Survey of Adult Skills - Reader’s Companion, Third Edition

    This edition of the Reader’s Companion accompanies Skills Matter: Additional Results from the Survey of Adult Skills that reports the results from the 39 countries and regions that participated in the 3 rounds of data collection in the first cycle of PIAAC, with a particular focus on the 6 countries that participated in the third round of the study (Ecuador, Hungary, Kazakhstan, Mexico, Peru and the United States). It describes the design and methodology of the survey and its relationship to other international assessments of young students and adults. The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to provide insights into the availability of some key skills in society and how they are used at work and at home. The first survey of its kind, it directly measures proficiency in several information-processing skills – namely literacy, numeracy and problem solving in technology-rich environments.
  • 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.

    Related Documents
  • 25-novembre-2016

    Français, PDF, 1,209kb

    Les inégalités au Danemark : mesures, évolutions et impacts de réformes récentes

    Ce document de travail fournit une évaluation générale de l'inégalité de revenu au Danemark. En préambule afin de fournir une base aux discussions, ce papier commence par une comparaison entre les mesures d'inégalité officielles danoises et celles recueillies par l'OCDE dans un contexte international.

    Documents connexes
    Also AvailableEgalement disponible(s)
  • 14-November-2016

    English

    OECD Reviews of School Resources: Denmark 2016

    The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources, such as learning time.This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.
  • 4-novembre-2016

    Français

    Concilier inclusion, incitations au travail et soutenabilité au Danemark

    Le système danois de protection sociale, généreux, repose sur des taux d’activité élevés, que ce soit pour son financement ou pour garantir la cohésion sociale.

    Documents connexes
  • 1 | 2 | 3 | 4 | 5 | 6 > >>