The OECD Anti-Corruption Division and Middle East and Africa Division offers short-term internships of 3-6 months for qualified students. These internships provide students with the experience of working in an international organisation on anti-corruption issues in MENA countries.
Countries must step up work to ensure that tax authorities and anti-corruption authorities can effectively co-operate in the fight against tax evasion, bribery, and other forms of corruption, according to a joint OECD/World Bank report.
The OECD Anti-Corruption Division offers short-term internships of 2-6 months for qualified students. These internships provide students with the experience of working in an international organisation on anti-corruption issues and more specifically the OECD Anti-Bribery Convention.
By Charles Fadel - Founder & chairman, Center for Curriculum Redesign It has become clear that teaching skills requires answering “What should students learn in the 21st century?” on a deep and broad basis. Teachers need to have the time and flexibility to develop knowledge, skills, and character, while also considering the meta-layer/fourth dimension that includes learning how to learn, interdisciplinarity, and personalisation.
This seminar will provide an opportunity for participants to share experiences on issues such as the influence of accelerated commercialization of education and a knowledge-based society.
The exceptional turnout at the 2013 OECD/Japan Seminar in Tokyo this week, where over 300 participants from over 20 countries discussed global strategies for higher education, shows that the seminar had exactly the right agenda at exactly the right time. I asked myself how many people would have turned up had this seminar been held five years ago; or whether five years ago, Japan would have ventured to take the lead on this theme.
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.
Education systems around the world are increasingly measuring the performance of teachers and schools as part of their drive to help students do better and improve results. Rising demand for higher education standards and a trend towards greater school autonomy in some countries are among the factors behind this new focus according to the OECD
How can assessment and evaluation policies work together more effectively to improve student outcomes in primary and secondary schools? This report provides an international comparative analysis and policy advice to countries on how evaluation and assessment arrangements can be embedded within a consistent framework to improve the quality, equity and efficiency of school education.
Rather than prescribe actions, the OECD often prefers to show policy makers what everyone else is doing and how successful those initiatives have been. A new OECD series of individual Education Policy Outlook Country Profiles does just that: each profile describes how an individual country is responding to key challenges to improve the effectiveness of its education system.
How do apprenticeships and other forms of workplace learning help people to make a successful transition from school to work? Global economic competition requires a labour force with a range of mid-level trade, technical and professional skills alongside the high-level skills typically associated with university education.
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.
Between 2000 and 2011, the number of international students has more than doubled. Today, almost 4.5 million tertiary students are enrolled outside their country of citizenship.
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.
Students who know how to summarise information tend to perform better in reading. If disadvantaged students used effective learning strategies to the same extent as students from more advantaged backgrounds do, the performance gap between the two groups would be almost 20% narrower.
Knowing the best way to summarise information you read is key to being a proficient reader. In fact, this month’s PISA in Focus suggests that if disadvantaged students – who consistently score lower on PISA assessments than advantaged students -- used the most effective learning strategies to the same extent as students from more advantaged backgrounds do, the performance gap between the two groups would shrink considerably.
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.
TALIS, Teaching and Learning International Survey, Teachers, Teaching, Survey, school leaders, learning environments, results, main report, schools, teaching in focus, classroom, questionnaires, data TALIS, LAUNCH,OECD Teaching and Learning International Survey,teaching,learning,international survey,survey,oecd
More than 40 years ago, the former French Prime Minister Edgar Faure and his team published one of the most influential educational works of the 20th century: “Learning to Be”, better known as the “Rapport Faure”, in which he mainstreamed the idea of lifelong learning.
In Denmark, Finland, the Netherlands, Norway and Sweden, participation rates in adult education and learning are over 60%, but they are one-third – or below – in Italy, the Russian Federation and the Slovak Republic.
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.
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.
Professor John Hattie is held in high esteem as an education researcher and was called “possibly the world’s most influential education academic” by the Times Educational Supplement in 2012.
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.
Do our education systems offer the necessary support for children growing up in modern families? To what extent should schools be responsible for what have traditionally been thought of as “family matters”?
Teachers can certainly face challenges in the classroom. In TALIS participating countries and economies, almost one in three teachers report having more than 10% of students with behavioural problems in their classes.
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.
The conference will be interactive and results-oriented. The format will be designed to foster opportunities for meaningful discussion and dialogue among participants, national representatives, international organisation representatives and experts. We will ask most participants to take an active role in the conference
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.
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.
It’s a well-trodden path to observe that the school systems of today are not preparing children for the jobs of today, let alone tomorrow. But what changes to our school systems are necessary to address this challenge?
At the OECD, we tend to look at French education through the lens of statistics. These show one of the largest gaps between the learning outcomes of children from poor and wealthy families. And the opportunity gap keeps widening.
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?
Between 2003 and 2012, the percentage of students who were raised in immigrant families grew by around 3 percentage points across OECD countries. At the same time, as this month’s PISA in Focus notes, migration policies in some countries became increasingly selective while education outcomes in many countries of origin improved considerably.
Research shows that programmes to improve adults’ basic skills need to use awareness-raising measures (like the adult education weeks promoted in Denmark and Finland) and national campaigns (as conducted in France and Luxembourg) to encourage interested, but reluctant adults to participate.
There is no real consensus on how much class time is enough when it comes to learning mathematics, science and reading. But educators and policy makers generally agree that while it’s important for students to spend considerable time in school lessons to acquire new skills, spending more hours and minutes in class is not enough to ensure that students succeed in school.
Got a minute? How about 218 of them? That’s the average amount of time students in OECD countries spend in mathematics class each week (although to some, it feels like an eternity). Spare a thought, though, for students in Chile: they spend about twice that amount of time (400 minutes, or 6 hours and 40 minutes) each week in maths class. But who’s counting?
Totally wired. That’s our image of most 15-year-olds and the world they inhabit. But a new, ground-breaking report on students’ digital skills and the learning environments designed to develop those skills, paints a very different picture.
Education has become increasingly important worldwide, including politically. Probably the key driver for this is economic – the fundamental role of knowledge and skills in underpinning and maintaining prosperity.
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
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.
The number and length of school holidays differs significantly across OECD countries, meaning the number of instructional days in primary and secondary education ranges from 162 days a year in France to more than 200 days in Israel and Japan.
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.
Today, around 5 million students study and do research in a country other than their own, attracted by the quality of overseas universities and willing to complement their education portfolio with international experience.
One in ten students at the master’s or equivalent level is an international student in OECD countries, rising to one in four at the doctoral level.
Students who avoid making an effort to understand mathematics concepts may succeed in some school environments; but a lack of deep, critical and creative thinking may seriously penalise these students later in life when confronted with real, complex problems.
Fewer 15-year-olds in East Asian countries reported that they use memorisation than did 15-year-olds in some of the English-speaking countries to whom they are often compared.