OECD Secretary-General Angel Gurría today welcomed Brazil’s further engagement with the Organisation’s world-leading global education assessment programme (PISA) during a signing ceremony in Brasilia with Brazil’s Minister for Education Aloízio Mercadante.
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?
Quick: Who has more up-to-date textbooks: students in wealthier schools or students in poorer schools? Actually, it depends where you live. As this month’s PISA in Focus explains, not only are some countries better than others in allocating their educational resources more equitably across schools, but students in these countries generally perform better in mathematics.
by J. Alan McIsaac (Vice-Chair, Council of Ministers of Education, Canada (CMEC), Minister, Education and Early Childhood Development, Prince Edward Island)
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.
Countries and economies participating in PISA have invested substantial resources and used a wide variety of strategies during the past ten years to improve the quality of their schools. Have these efforts paid off?
The share of students with an immigrant background increased between 2003 and 2012, both in traditional and new destination countries. The performance difference in mathematics between immigrant and non-immigrant students decreased, on average, between 2003 and 2012.
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.
Education systems are not static; they change. There have been some important changes at both ends of the education ladder recently: in early childhood or “pre-primary” education, at one end, and in tertiary or higher education at the other.
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
Qualifications are useful because they make skills visible. It is confidently assumed that the holder of a school-leaving certificate can read and understand instructions, and make calculations, and that those with university degrees can do much more.
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.
Most countries have made little progress helping their weakest students improve their performance in reading, mathematics and science over the past decade. This means too many young people are still leaving school without the basic skills needed in today’s society and workplace, hurting their futures and long-term economic growth, according to a new OECD report.
School leaders are calling the PISA-based Test for Schools one of the better indicators out there of how well students are prepared for 21st century learning.
A new PISA report, Low-Performing Students: Why They Fall Behind and How to Help Them Succeed, offers an in-depth analysis of low performance at school and recommends ways to tackle the problem.
Children and young people are among the biggest losers in the European economic and debt crisis.
A generation ago, teachers could expect that what they taught would equip their students with the skills needed for the rest of their lives.
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.
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.
Webinar: Andreas Schleicher, Director of the OECD Directorate for Education and Skills, presents the findings of Equations and Inequalities - Making Mathematics Accessible to All
More than hundred years ago, nations that are now members of the OECD introduced legislation to set the age compulsory education.
Employer engagement in education and training has become a hot topic for policy makers and practitioners around the world.
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 of these key skills in society and how they are used at work and at home.
At the turn of this century, two different models of higher education programmes prevailed in the world.
Archived webinar of September 15,2016 with Andreas Schleicher, Director for Education and Skills, OECD, presenting the findings of Education at a Glance 2016.
Archived webinar - School Leadership for Learning: Insights from TALIS 2013 (September 20, 2016)
Exposure to high quality teacher professional development varies greatly both between and within countries, which broadens the scope of work for policy makers.
More than half a million 15-year-olds took part in the OECD’s latest global education survey, known as PISA. The main focus was on science, an increasingly important part of our economic and social lives.
Register for a webinar "PISA 2015: Q&A Session Closing the Achievement Gap" with Andreas Schleicher (December 15th, 14h Paris time)
Traditional economics measure the benefits of education and skills in its economic gains in employment or earnings.
The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere, and allow them to learn from the policies and practices applied in other countries.
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.
The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education systems. PISA shows that, rather than assuming that inequality of opportunity is set in stone, school systems can become more equitable over a relatively short time.
China has the largest education system in the world. With almost 260 million students and over 15 million teachers in about 514 000 schools (National Bureau of Statistics of China, 2014), excluding graduate education institutions, China’s education system is not only immense but diverse.
Highly qualified and competent teachers are fundamental for equitable and effective education systems. Teachers today are facing higher and more complex expectations to help students reach their full potential and become valuable members of 21st century society.
In 2015, PISA asked students about the occupation they expect to be working in when they are 30 years old. Students’ responses were later grouped into science-related and non-science-related careers – with the former including science and engineering professionals; health professionals; science technicians and associate professionals; and information and communication technology (ICT) professionals.
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.
The striking cross-national variation in socio-economic disparities in skills gaps among 15-year-olds, and the evolution of these gaps between the ages of 15 and 27, raises the question of what policies and institutional arrangements may explain such variability.
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.
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.
This public session will discuss the financial incentives to invest in education, with a particular focus on how tax systems impact skills development in OECD countries. The webinar will present some of the key findings from the OECD’s new report, Taxation and Skills and their implications for policy makers.
This public session discussed the financial incentives to invest in education, with a particular focus on how tax systems impact skills development in OECD countries. The webinar presented some of the key findings from the OECD’s new report, Taxation and Skills and their implications for policy makers.
Despite people’s perceptions of us, we economists are neither futurologists, nor historians. But we do see trends that we try to interpret, by applying objectivity where subjectivity abounds, and using the (rather few) tools we have developed to address (very many) major social problems.
Education has transformed over the last 20 years from being a means to an end to becoming a change agent on the battleground to improve the life chances of all individuals, regardless of where they live, their economic status, gender, ability or religious persuasion. Education has been revitalised as the gateway for equal opportunity.
PISA 2015 Results (Volume IV): Students’ Financial Literacy, explores students’ experience with and knowledge about money and provides an overall picture of 15-year-olds’ ability to apply their accumulated knowledge and skills to real-life situations involving financial issues and decisions.
Join Andreas Schleicher, Director of the OECD Directorate for Education and Skills, and Éric Charbonnier, analyst in the Early Childhood and Schools division, who will present the main findings from Starting Strong V - Transitions from Early Childhood Education and Care to Primary Education.