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  • 1
    Online Resource
    Online Resource
    Examens de l'OCDE du cadre d'évaluation de l'éducation : Maroc (2018)
    Paris : OECD
    Details
    ISBN: 9789264301832
    Language: English
    Pages: 1 Online-Ressource (267 Seiten) , Diagramme
    Keywords: Education ; Morocco
    Abstract: Comment les politiques d’évaluation du système éducatif peuvent-elles améliorer les résultats des élèves dans l’enseignement primaire et secondaire ? À travers une perspective internationale, les rapports pays de cette série apportent une analyse indépendante des principaux enjeux des politiques d'évaluation pour identifier les améliorations possibles et renforcer la qualité, l'équité et l'efficacité du système scolaire. Le Maroc a réussi, lors des deux dernières décennies, à améliorer l'accès à l'école, en particulier dans le monde rural, et à généraliser la scolarisation dans l'enseignement primaire. Toutefois, l’amélioration de l'apprentissage de tous les jeunes, en leur garantissant un accès à un enseignement et à un apprentissage de haute qualité jusqu'à la fin des études secondaires, demeure un défi. Une majorité d'élèves quitte l'école sans finir les études secondaires et sans avoir acquis les compétences de bases requises pour une insertion effective dans la société et le marché du travail. Cet examen apporte au Maroc des recommandations pour aider à renforcer son cadre d'évaluation du système éducatif, en se concentrant sur l'apprentissage des élèves, en améliorant la responsabilisation des acteurs pour un enseignement et un apprentissage de qualité et en renforçant les capacités d'évaluation à tous les niveaux.
    DOI: 10.1787/9789264301832-fr
    URL: Volltext  (lizenzpflichtig)
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    Online Resource
    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    Romania 2017 (2017)
    Paris : OECD Publishing
    Details
    ISBN: 9789264274051
    Language: English
    Pages: 1 Online-Ressource (240 p.) , 21 x 28cm.
    Series Statement: OECD Reviews of Evaluation and Assessment in Education
    Parallel Title: Erscheint auch als Kitchen, Hannah Romania 2017
    Keywords: Bildungswesen ; Bewertung ; Rumänien ; Education ; Romania ; Rumänien ; Schule ; Evaluation
    Abstract: Romania’s education system has made impressive strides over the past two decades, with an increasing share of students mastering the basic competencies that they need for life and work. But these average improvements mask significant disparities in learning outcomes and attainment, with an increasing share of students leaving education early without basic skills. This review, developed in cooperation with UNICEF, provides Romania with recommendations to help strengthen its evaluation and assessment system, by reducing the weight of high stake examinations and creating more space for the formative discussions and feedback that are integral to improving learning and teaching. It will be of interest to Romania, as well as other countries looking to make more effective use of their evaluation and assessment system to improve quality and equity, and result in better outcomes for all students.
    DOI: 10.1787/9789264274051-en
    URL: lizenzpflichtig
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    Online Resource
    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    OECD Reviews of Evaluation and Assessment in Education: Serbia (2020)
    Paris : OECD Publishing
    Details
    ISBN: 9789264489776 , 9789264845213 , 9789264528024
    Language: English
    Pages: 1 Online-Ressource (275 p.) , 21 x 28cm.
    Series Statement: OECD Reviews of Evaluation and Assessment in Education
    Parallel Title: Erscheint auch als Maghnouj, Soumaya OECD reviews of evaluation and assessment in education
    Keywords: Bildungswesen ; Bewertung ; Serbien ; Education ; Governance ; Serbia ; Serbien ; Bildungssystem ; Evaluation
    Abstract: How can assessment and evaluation policies work together more effectively to improve student outcomes in primary and secondary schools? The country reports in this series analyse major issues facing evaluation and assessment policy to identify improvements that can be made to enhance the quality, equity and efficiency of school education. Serbia’s education system performs well compared to other countries in the Western Balkans. In recent years, there have been improvements in access to education and Serbia has undertaken major institutional reforms to improve teaching and learning. However, a large share of students in Serbia continue to leave school without mastering basic competencies and efforts to achieve educational excellence continue to be jeopardised by limited institutional capacity and low levels of public spending on education. This review, developed in co-operation with UNICEF, provides Serbia with recommendations to help strengthen its evaluation and assessment system to focus on support for student learning. It will be of interest to Serbia, as well as other countries looking to make more effective use of their evaluation and assessment system to improve quality and equity, and result in better outcomes for all students.
    DOI: 10.1787/225350d9-en
    URL: lizenzpflichtig
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    Online Resource
    MPI Ethno. Forsch.
  • 4
    Online Resource
    Online Resource
    OECD Reviews of Evaluation and Assessment in Education: Albania (2020)
    Paris : OECD Publishing
    Details
    ISBN: 9789264552487 , 9789264520707 , 9789264500945
    Language: English
    Pages: 1 Online-Ressource (250 p.) , 21 x 28cm.
    Series Statement: OECD Reviews of Evaluation and Assessment in Education
    Parallel Title: Erscheint auch als Maghnouj, Soumaya OECD reviews of evaluation and assessment in education
    Keywords: Bildungswesen ; Bewertung ; Albanien ; Education ; Governance ; Albania ; Albanien ; Bildungssystem ; Evaluation
    Abstract: How can assessment and evaluation policies work together more effectively to improve student outcomes in primary and secondary schools? The country reports in this series analyse major issues facing evaluation and assessment policy to identify improvements that can be made to enhance the quality, equity and efficiency of school education. Albania has made improvements in access to education and in raising learning outcomes over the last two decades, moving from one of the lowest performers in the Western Balkans to one of the fastest improvers. However, a large share of students in Albania continue to leave school without mastering basic competencies needed for work and life and disparities persist across population groups. This review, developed in co-operation with UNICEF, provides Albania with recommendations to help strengthen its evaluation and assessment system to focus on support for student learning. It will be of interest to Albania, as well as other countries looking to make more effective use of their evaluation and assessment system to improve quality and equity, and result in better outcomes for all students.
    DOI: 10.1787/d267dc93-en
    URL: lizenzpflichtig
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    Online Resource
    MPI Ethno. Forsch.
  • 5
    Online Resource
    Online Resource
    The gender gap in educational outcomes in Norway (2018)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (122 p.)
    Series Statement: OECD Education Working Papers no.183
    Keywords: Education ; Norway
    Abstract: As is the case in most OECD countries, boys in Norway are more likely to have lower levels of academic achievement and attainment than girls. While this phenomenon is not recent, it has become increasingly pronounced in recent years and, as a result, is attracting considerable attention from policy-makers in many countries. This paper develops evidence of gender gaps in educational outcomes in Norway and selected OECD countries and identifies examples of policies and practices that could help close existing gender gaps in Norway. The first part of the paper describes gender gaps in school achievement, attainment, attitudes, beliefs and behaviours using an international comparative analysis. Evidence from PIRLS, TIMSS, PISA and the OECD Survey of Adult Skills (PIAAC) is used to identify gender gaps during primary and secondary schooling as well as young adulthood. The second part of the paper summarises evidence on policies and practices that were implemented in other countries and that could support efforts in Norway to mitigate, prevent and reduce gender gaps in achievement and attainment. Most of the evidence on policies and practices reviewed in the report comes from the peer countries Finland, the Netherlands and the United States that were identified of particular relevance for Norway, given the policy challenge Norway faces.
    DOI: 10.1787/f8ef1489-en
    URL: lizenzpflichtig
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    Online Resource
    MPI Ethno. Forsch.
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