Is biometric attendance for professions such as academics a good idea?

PHILADELPHIA (April 29, 2020) – The U.S. Environmental Protection Agency announced today that science teacher Ann Strozyk from the Howard County Public School District in Maryland is a 2019 winner of a Presidential Innovation Award for Environmental Educators (PIAEE).

Education officials across the Caribbean and Latin America have asserted that teachers will be in need of psycho-social support for their return to the classroom, following the COVID-19 pandemic. Approximately 91,710 teachers and seven million...

In this instalment of our series, Dear Diary: In a Time of COVID-19, Karen Pollock tells us about learning the ukulele and how it’s helping her stay connected with her father.

Response to Intervention (RTI) has been proven to work with students. Why don't we use it with teachers?

Educators say challenges have been tough but there are benefits worth exploring in the future

On Sunday morning, the Health Ministry showed only 4,826 active cases of coronavirus in Israel, among them, 65 who were intubated. So far, 248 people have died.

Coronavirus Delhi update: The teacher had last come to school on April 28 and started showing COVID-19 symptoms from May 2. His test report came on Friday

Climate change is not just about a change in climate towards hotter, wetter, and drier conditions, but also about an increase in the variability of the climate, as well as in the number and severity of extreme events.

29/03/2012 - Slovak Republic should help preschool teachers improve their skills, says OECD, and should encourage preschool teachers to keep improving their qualifications throughout their career and attract more young people, especially men, to the profession

More and more countries are having discussions about how to evaluate the quality of their teaching workforce and, subsequently, how to reward teachers for their work. The OECD’s newest series of briefs, Teaching in Focus, launches this month with a discussion of the appraisal and feedback teachers receive and the impact of both on their teaching.

This book provides, from an international perspective, an independent analysis of major issues facing teacher evaluation, current policy initiatives, and possible future approaches in Chile.

Most teachers enjoy their job, despite feeling unsupported and unrecognised in schools and undervalued by society at large, according to a new OECD survey.

Across countries and economies participating in the OECD Teaching and Learning International Survey (TALIS), a majority of teachers report receiving feedback on different aspects of their work in their schools.

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.

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.

The new Teaching in Focus brief shows that professional development embedded in school life has more impact on teaching practice than non-school embedded professional development.

Teachers report participating in more non-school than school embedded professional development (i.e. professional development that is grounded in teachers daily professional practices). Participation in non-school and school embedded professional development varies greatly between countries.

Children spend about a third of their waking hours in school during most weeks in the year. Thus, schools have a significant impact on children’s quality of life – including their relationships with peers and adults, and their dispositions towards learning and life more generally.

TALIS 2013 finds that in many countries, new teachers (with less than five years’ teaching experience) are more likely to work in challenging schools than more experienced teachers.

In many countries, less experienced teachers (those with less than five years’ teaching experience) are more likely to work in challenging schools and less likely to report confidence in their teaching abilities than more experienced teachers.

The use of ICT for students’ projects or class work is an active teaching practice that promotes skills for students’ lifelong success.

Every September, classrooms in the Northern hemisphere reopen to students and teachers for a new school year.

Across OECD countries, 5% of students expect to work as teachers: 3% of boys and 6% of girls. The academic profile of students who expect to work as teachers varies, but in many OECD countries, students who expect to work as teachers have poorer mathematics and reading skills than other ambitious students who expect to work as professionals but not as teachers.

Archived Webinar - Friday, 12 February 2016, 10:00 a.m. – 12:00 p.m. (ET) - The Alliance for Excellent Education and the National Commission on Teaching and America’s Future (NCTAF) joined forces with the Organisation for Economic Co-operation and Development (OECD) to host a joint U.S. release of the OECD’s new report Supporting Teacher Professionalism.

Teacher professionalism is about a teacher’s knowledge, their autonomy and their membership of peer networks. These are the key elements that lead to more effective teaching.

The education sector performs well for information and communication technology (ICT) and problem-solving skills, although it still lags behind the professional, scientific and technical activities sector.

If one were to ask ministers of education what they consider to be the most important factor determining the quality of their education systems, the odds are high that they would refer to the quality of the teaching work force.

Today’s schools must equip students with the knowledge and skills they’ll need to succeed in an uncertain, constantly changing tomorrow. But many schools look much the same today as they did a generation ago, and too many teachers are not developing the pedagogies and practices required to meet the diverse needs of 21st-century learners.

Exposure to high quality teacher professional development varies greatly both between and within countries, which broadens the scope of work for policy makers.

High-performing education systems value teachers and invest a lot in them. And indeed, the human factor is crucial in creating effective and high-quality teaching and learning environments.

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.

In modern societies, most professionals become knowledge workers. Their professional practice is increasingly fuelled and inspired by various forms of knowledge. A good example is the medical profession, where the continuously growing body of scientific knowledge finds its way into professional practices.

According to the latest Education Indicators in Focus brief, the average share of female teachers across OECD countries increased from 61% in 2005 to 65% in 2010 and to 68% in 2014, in all education levels combined.

In a rapidly changing world, having a strong knowledge base in their subject area, good classroom management skills and a commitment to helping students learn may no longer be enough to meet the expanding role of teachers.

In countries that performed above the OECD average in science, at least 80% of the students are in schools that invite specialists to conduct teacher training or organise in-service workshops for teachers or where teachers cooperate with each other. This is higher, on average, than what is observed among other countries.

Despite increased funding and many reforms, most education systems are still seeking ways to better prepare their students for a world in which technological change and the digital revolution are changing the way we work, live and relate to one another.

The expectations for teachers are high and rising each day.

Every year in March, education ministers and union leaders of the highest-performing and most rapidly improving education systems (according to PISA) meet to seek ways to improve the status of the teaching profession. Many countries could use such guidance.

New teachers are more likely to feel prepared in the content of their subject field(s), rather than the pedagogy or classroom practice of their subject field(s).

One of the greatest challenge for new teachers, does not come from not knowing what to teach, but from not knowing how to teach what they know and how to manage a classroom in all its strange and exciting complexity.

Teachers enter the profession for a variety of reasons. Intrinsic motivations that have to do with the nature of the job and the intangible rewards associated with being an effective teacher play an important role.

The combined effects of policy reforms to attract and/or retain teachers, and financial constraints in the context of the economic downturn in 2008 may explain part of the recent trends in teachers’ salaries: decreases in statutory salaries and smaller salary gaps between levels of education.

What happened in school today?” is a question that many parents across the world ask their children when they get home. Many parents also attend school meetings in order to understand how their child’s learning is developing.

Almost all mathematics teachers across participating countries use clear and structured teaching practices, according to both teachers and students. A vast majority of teachers also use student-oriented practices and enhanced learning activities in their classroom.

Anyone flying into Abu Dhabi or Dubai is amazed how the United Arab Emirates has been able to transform its oil and gas into shiny buildings and a bustling economy. But more recently, the country is discovering that far greater wealth than all the oil and gas together lies hidden among its people.

The Innovative Teaching for Effective Learning (ITEL) Teacher Knowledge Survey is the first international study to explore the nature, function and development of teachers’ pedagogical knowledge, i.e. what teachers know about teaching and learning.

The Teaching and Learning International Survey (otherwise known as TALIS) is a survey conducted every five years that asks teachers and school leaders from around the world about the working conditions and the learning environment in their schools.