Finland should offer labour-market-oriented integration support to all migrants, strengthen efforts to identify and address early vulnerabilities, and work more closely with employers according to a new OECD report.

"Jack Reacher: Never Go Back"; Director: Edward Zwick; Cast: Tom Cruise, Cobie Smulders, Aldis Hodge, Danika Yarosh, Patrick Heusinger, Holt McCallany, Robert Knepper; Rating: **1/2

OECD signed agreement for a peer review with the Comptroller General of Chile

Chile has made positive efforts to implement the Convention, but there has not been a single foreign bribery conviction. Chile did not sufficiently investigate several of the six foreign bribery allegations that have surfaced since 2001. Chile should improve its investigative and detection efforts, says OECD

One of the more startling findings in the OECD Foreign Bribery Report, is that some level of corporate management was involved in over 50% of the cases sanctioned. This paper by Leah Ambler, published in the Journal of Business Compliance (01/2015), examines what went wrong and why from a corporate governance and compliance perspective.

Chile must make further progress on key recommendations of the OECD Working Group on Bribery in International Business Transactions, more than three years after its Phase 3 evaluation in March 2014.

The report highlights strategies from other countries that could serve as a model for England as it develops its early childhood education and care programme.

I was in London last week to give a talk on “how to transform 10,000 classrooms” at the annual Teach First/Teach for All conference in London. Some 3,000 teachers and social entrepreneurs from around the world gathered there to discuss ways to re-invent and strengthen the teaching profession.

Did you know that the Organisation for Economic Co-operation and Development helped to lay the groundwork for the United Nations’ Millennium Development Goals? Even though Development is part of our name, there are many people who don’t realise just how much of our resources are devoted to developing economies and not only to the development of the OECD’s 34 member countries.

When we think of innovation in education these days, we immediately think of technology: getting more computers into more classrooms, offering online courses to students in higher education. - See more at: http://oecdeducationtoday.blogspot.fr/2012/12/oecd-education-today-and-tomorrow.html#sthash.dv2MKgEf.dpuf

Education is one OECD department that has embraced the information revolution.

In many OECD countries, ECEC services have increased in response to a growing demand for better learning outcomes as well as growing female labour force participation. In recent years, however, the goals of ECEC policy have become more child-centred.

2013 International Summit on the Teaching Profession

The Secretary-General, Mr. Angel Gurría, will visit The Netherlands on 13th and 14th of March 2013, to attend the 2013 International Summit on the Teaching Profession. He will also go to The Hague and hold a bilateral meeting with Mr. Jeroen Dijsselbloem, Finance Minister.

The higher the level of education, the higher the salary cost of teachers per student. In Belgium (Flemish Community), France and Spain, the difference in the annual salary cost between the primary and upper secondary levels of education exceeds USD 1 800 in 2010.

One thing we have learned from surveying teachers around the world as part of our Teaching and Learning International Survey (TALIS) is that teachers everywhere want more professional development.

The transition from school to work in Germany is remarkably smooth. An excellent vocational education and training (VET) system ensures that young people are well-prepared when they enter the labour market and can find jobs that match their qualifications.

David Hoey, Chief Executive Officer of WorldSkills International spoke to us of the international skills extravaganza (WorldSkills Leipzig 2013) going on now, between 2-7 July.

Dr Barbara Ischinger, Director of Education and Skills, OECD, France - Better Skills, Better Lives (Tackling the global talent gap - Global Skills Exchange, Leipzig Germany, 6th July 2013)

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.

The three questions that this Summit will focus on are: How can high quality teachers and leaders be attracted into and retained in schools of the greatest need? What are the levers for achieving equity in increasingly devolved education systems? How are learning environments created that meet the needs of all children and young people?

This publication offers insights and advice to teachers and school leaders on how they can improve teaching and learning in their schools. It is both a guide through TALIS and a handbook for building excellence into teaching.

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The OECD and China have announced that they will expand their cooperation in PISA, following the successful implementation of PISA 2009 and 2012 in Shanghai.

October 5 marks the 20th anniversary of UNESCO’s World Teachers' Day, a day devoted to “appreciating, assessing and improving educators of the world”. This gives us a great opportunity to reflect again on how schools can celebrate and develop great teaching. One way to do that is through critical exchanges – building constructive feedback systems within the schools.

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.

This report offers a broader view of teachers and school principals across all levels of compulsory education, and all the similarities and differences in the issues they are facing.

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.

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 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.

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.

by J. Alan McIsaac (Vice-Chair, Council of Ministers of Education, Canada (CMEC), Minister, Education and Early Childhood Development, Prince Edward Island)

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.

La calidad del sistema educacional de hoy es la base para la prosperidad económica y social del país de mañana.

ISTP 2015 will be held in Banff, Alberta, on March 29–30, 2015, and will bring together education ministers and leaders of teachers’ unions and associations from a number of high-performing and rapidly improving education systems.

When choosing a school for their child, parents in all participating countries value academic achievement highly; but they are often even more concerned about the safety and environment of the school and the school’s reputation.

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.

Norway’s early childhood education and care (ECEC) system has experienced a strong expansion over the last decade. More children than ever are enrolled in its kindergartens.

Information and communication technology (ICT) use has been identified as one of the more active teaching practices, which promote skills students need for success. And yet, less than 40% of teachers across Teaching and Learning International Survey (TALIS) countries report using ICT as a regular part of their teaching practice.

This review describes variations in, and evidence for, pedagogical approaches in formal early childhood education and care (ECEC) settings; how pedagogy is monitored; and which policies affect pedagogical practice. Its specific focus is on comparisons of England (United Kingdom) with Japan, France, Germany, Denmark and New Zealand.

The end of the mining boom has highlighted the urgent need for Chile to diversify its economy away from commodity-intensive sectors, according to a new OECD report presented by Secretary-General Angel Gurría today.

Every September, classrooms in the Northern hemisphere reopen to students and teachers for a new school year. What can students expect from their teachers this year? The new Teaching in Focus brief: Teaching beliefs and practice sheds light on some of the most common teaching practices and what teachers in Teaching and Learning International Survey (TALIS) believe is the nature of teaching and learning.

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

The latest report in the OECD’s Starting Strong series reviews the monitoring systems of 24 jurisdictions and reveals that monitoring does not merely encompass regulatory compliance but is moving towards better understanding what is happening inside an ECEC setting and how a child develops in several areas.

Archived webinar December 17 2015 - Immigrant Students at School: Easing the Journey towards Integration presented by Presented by Andreas Schleicher, Director for the Directorate of Education and Skills, OECD

What is the nature of modern childhood? Released today, the book Trends Shaping Education 2016 looks at major social, demographic, economic and technological trends affecting the future of education

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.

Archived webinar - Low-performing Students: Why they Fall Behind and How to Help them Succeed (February 10, 2016) with Andreas Schleicher, Director for Education and Skills, OECD, and Daniel Salinas, Analyst, OECD.

If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force.

In 2011 the Social Movement for Public Education led the biggest demonstrations since Pinochet’s dictatorship in Chile. Since then, one of the main campaigns in Chilean society has been for the recognition of education as a social right, under the slogan of “free, quality, public education” (educación pública, gratuita y de calidad).