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  • MPI Ethno. Forsch.  (15,272)
  • 2015-2019  (15,272)
  • Electronic books ; local  (13,131)
  • Education  (2,042)
  • Application software Development
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  • 1
    Online Resource
    Online Resource
    Une innovation pédagogique : le cas de l’enseignement mutuel au XIXe siècle (2019)
    Neuchâtel : Editions Alphil Presses universitaires suisses
    Details
    ISBN: 9782889500291
    Language: French
    Pages: 1 Online-Ressource (161 Seiten)
    Keywords: Education
    Abstract: Enseigner la lecture et l’écriture avec succès à mille enfants présents dans une même salle, cela pourrait passer aujourd’hui pour un pari fou et pourtant deux hommes l’ont imaginé et l’ont mis en pratique. L’Écossais Andrew Bell et l’Anglais Joseph Lancaster se sont ainsi lancés à corps perdu dans l’expérience de l’enseignement mutuel au début du XIXe. Ils proposent alors que des enfants enseignent à d’autres enfants. Très rapidement, leurs écoles acquièrent une grande renommée d’abord en Grande-Bretagne, puis en France ; leur mode d’enseignement s’étend ensuite comme une trainée de poudre à travers l’Europe et le monde. Ils apportent ainsi une réponse aux problèmes des autorités scolaires de l’époque qui, faute de moyens financiers, peinent à former des enseignants et à concevoir les systèmes d’instruction publique. La première partie de l’ouvrage retrace les origines, le développement et le déclin de ce mode d’enseignement et la seconde décrit l’organisation, les composantes et les variations de sa mise en oeuvre. Ainsi, grâce à l’étude de cette innovation pédagogique du XIXe siècle, c’est un pan de l’histoire de l’école qui est remis en lumière
    Note: French
    DOI: 10.33055/ALPHIL.00026
    URL: OAPEN Library: download the publication
    URL: OAPEN Library: description of the publication
    URL: kostenfrei
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  • 2
    Online Resource
    Online Resource
    Investing in Youth: Finland (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264744202 , 9789264522008 , 9789264728882
    Language: English
    Pages: 1 Online-Ressource (117 p.) , 21 x 28cm.
    Series Statement: Investing in Youth
    Parallel Title: Erscheint auch als Investing in youth
    Keywords: Bildungsinvestition ; Junge Arbeitskräfte ; Jugendliche ; Jugendpolitik ; Finnland ; Education ; Employment ; Social Issues/Migration/Health ; Finland ; Finnland ; Jugendpolitik ; Bildungspolitik ; Junger Arbeitnehmer
    Abstract: The series Investing in Youth builds on the expertise of the OECD on youth employment, social support and skills. It covers both OECD countries and key emerging economies. The report on Finland presents new results from a comprehensive analysis of the situation of young people in Finland, exploiting various sources of survey-based and administrative data. It provides a detailed assessment of education, employment and social policies in Finland from an international perspective, and offers tailored recommendations to help improve the school-to-work transition. Earlier reviews in the same series have looked at youth policies in Brazil (2014), Latvia and Tunisia (2015), Australia, Lithuania and Sweden (2016), Japan (2017), Norway (2018) and Peru (2019).
    DOI: 10.1787/1251a123-en
    URL: lizenzpflichtig
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  • 3
    Online Resource
    Online Resource
    Improving School Quality in Norway : The New Competence Development Model (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264573048
    Language: English
    Pages: 1 Online-Ressource (110 p.) , 21 x 28cm.
    Series Statement: Implementing Education Policies
    Parallel Title: Erscheint auch als Improving school quality in Norway
    Keywords: Schulpolitik ; Qualität ; Norwegen ; Education ; Norway ; Norwegen ; Schulpolitik ; Qualität
    Abstract: Norway is committed to a high quality and equitable education system, as demonstrated by its high level of public expenditure on education and the dynamic policy activity targeting education quality. Despite progress made in enhancing average student performance in recent years, there still are significant differences between schools in municipalities and between municipalities and regions. In response, Norway has started to implement the new competence development model that sets out to develop teacher professionalism with in-service professional development. With this new policy, the Government of Norway aims to provide municipalities and schools with greater freedom of action and empower them to carry out systematic school improvements at the local level. This decentralised approach would respond to local context and the diversity of needs between Norwegian schools. This report aims to support Norway in this effort, analysing the features of the new model, the engagement of the different stakeholders and the policy context for its introduction. Building on the OECD implementation framework, the report proposes concrete actions to adapt the implementation strategy for impact. The report will be valuable not only for Norway, but also to the many countries that are looking to promote school-based professional development and bridge the gap between policy design and effective implementation.
    DOI: 10.1787/179d4ded-en
    URL: lizenzpflichtig
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  • 4
    Online Resource
    Online Resource
    Measuring innovation in education 2019 : what has changed in the classroom? (2019)
    Paris : OECD
    Details
    ISBN: 9789264311671
    Language: English
    Pages: 1 Online-Ressource (335 Seiten) , Illustrationen
    Series Statement: Educational research and innovation
    Parallel Title: Erscheint auch als Vincent-Lancrin, Stéphan Measuring innovation in education 2019
    Keywords: Bildungsforschung ; Bildung ; Innovation ; Messung ; OECD-Staaten ; Education ; Governance ; Science and Technology ; Schule ; Lernen ; Innovation ; Schulleistungsmessung
    Abstract: Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education. This new edition of Measuring Innovation in Education examines what has (or has not) changed for students over the past decade in OECD education systems. It reviews no fewer than 150 educational practices. The report casts light on systemic innovation in primary and secondary education, with a focus on pedagogical innovation. Has the use of technology spread? Have assessments become more important in pedagogical practices? Are students given more agency in their learning? Are they still asked to memorise facts and procedures? Do teachers increasingly engage students in peer learning activities? These are some of the questions this book seeks to answer. This report also presents some preliminary findings about the links between innovation and educational performance. This book will offer precious insights to policy makers, the education community and all those who seek to understand how educational practices are evolving.
    DOI: 10.1787/9789264311671-en
    URL: Volltext  (lizenzpflichtig)
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  • 5
    Online Resource
    Online Resource
    OECD reviews of digital transformation : going digital in Colombia (2019)
    Paris : OECD
    Details
    ISBN: 9789264943483
    Language: English
    Pages: 1 Online-Ressource (156 Seiten) , Illustrationen
    Series Statement: OECD Reviews of Digital Transformation
    Parallel Title: Erscheint auch als OECD OECD reviews of digital transformation
    Keywords: Digitalisierung ; Kolumbien ; Education ; Employment ; Governance ; Urban, Rural and Regional Development ; Science and Technology ; Industry and Services ; Colombia ; Digitalisierung
    Abstract: OECD Reviews of Digital Transformation: Going Digital in Colombia analyses recent developments of the digital economy in the country, reviews policies related to digitalisation and makes recommendations to increase policy coherence in this area. The report examines recent developments in infrastructures for the digital economy, telecom markets and related regulations and policies in Colombia. It reviews trends in the use of digital technologies by individuals, businesses and the government, and examines policies to foster diffusion. The report also examines opportunities and challenges raised by digitalisation for production, innovation, jobs and skills. The report reconsiders these policies in relation to their coherence among different domains and in order to foster synergies across government ministries, levels and institutions, based on the integrated policy framework of the OECD's Going Digital: Making the Transformation Work for Growth and Well-being project.
    DOI: 10.1787/781185b1-en
    URL: lizenzpflichtig
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  • 6
    Online Resource
    Online Resource
    From analysis to action (2019)
    Paris : OECD
    Details
    ISBN: 9789264900677
    Language: English
    Pages: 1 Online-Ressource (57 Seiten) , Illustrationen
    Series Statement: Multi-Dimensional Review of Panama Volume 3
    Series Statement: OECD Development Pathways
    Series Statement: Multi-dimensional review of Panama
    Parallel Title: Erscheint auch als Multi-dimensional review of Panama ; Volume 3: From analysis to action
    Parallel Title: Erscheint auch als Multi-dimensional review of Panama ; volume 3: From analysis to action
    Keywords: Panama Economic conditions ; Panama Economic policy ; Congresses ; Panama Social conditions ; Congresses ; Panama Economic policy ; Electronic books ; Education ; Governance ; Urban, Rural and Regional Development ; Taxation ; Development ; Panama
    Abstract: This MDCR is designed to help Panama formulate development strategies, and identify and support the policy reforms needed to achieve further sustainable and inclusive development. This review comes at a time when Panama is achieving high economic growth but further policy action is needed to expand socio-economic benefits across all economic sectors, regions and households.
    DOI: 10.1787/34075eca-en
    URL: lizenzpflichtig
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  • 7
    Online Resource
    Online Resource
    Community Education and Training in South Africa (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264617452 , 9789264312302 , 9789264930384
    Language: English
    Pages: 1 Online-Ressource (128 p.) , 21 x 28cm.
    Series Statement: Getting Skills Right
    Parallel Title: Erscheint auch als Community education and training in South Africa
    Keywords: Erwachsenenbildung ; Südafrika ; Education ; Employment ; South Africa
    Abstract: Adult learning systems play a crucial role in helping people adapt to the changing world of work and develop relevant skills. Community Education and Training has been brought forward as a possible way to foster adult learning in South Africa, especially among disadvantaged groups. South Africa has a relatively large group of adults who have low levels of education and skills, and limited opportunities for skills development. This report looks at the potential role that Community Education and Training could play in South Africa, how the system should be financed, how to align the training offer with community needs, and how to ensure high-quality provision. The report provides international good practise examples and suggests actions that South African stakeholders might consider to develop the Community Education and Training system.
    DOI: 10.1787/9789264312302-en
    URL: lizenzpflichtig
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  • 8
    Online Resource
    Online Resource
    Skills Matter : Additional Results from the Survey of Adult Skills (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264332829 , 9789264799004 , 9789264811072
    Language: English
    Pages: 1 Online-Ressource (130 p.) , 21 x 28cm.
    Series Statement: OECD Skills Studies
    Parallel Title: Erscheint auch als Skills matter
    Keywords: Qualifikation ; Arbeitskräfte ; OECD-Staaten ; Education ; Employment ; Algeria ; Australia ; Austria ; Belgium ; Canada ; Chile ; Cyprus ; Czech Republic ; Denmark ; Ecuador ; Estonia ; Finland ; France ; Germany ; Greece ; Hungary ; Indonesia ; Ireland ; Israel ; Italy ; Japan ; Kazakhstan ; Korea, Republic of ; Lithuania ; Mexico ; Netherlands ; New Zealand ; Norway ; Peru ; Poland ; Russian Federation ; Singapore ; Slovak Republic ; Slovenia ; Spain ; Sweden ; Turkey ; United Kingdom ; United States ; OECD ; Arbeitnehmer ; Berufliche Qualifikation
    Abstract: In the wake of the technological revolution that began in the last decades of the 20th century, labour-market demand for information-processing and other high-level cognitive and interpersonal skills have been growing substantially. Based on the results from the 33 countries and regions that participated in the 1st and 2nd round of the Survey of Adult Skills in 2011-12 and in 2014-15, this report describes adults’ proficiency in three information-processing skills, and examines how proficiency is related to labour-market and social outcomes. It also places special emphasis on the results from the 3rd and final round of the first cycle of PIAAC in 2017-18, which included 6 countries (Ecuador, Hungary, Kazakhstan, Mexico, Peru and the United States). 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. The first survey of its kind, it directly measures proficiency in three information-processing skills: literacy, numeracy and problem-solving in technology-rich environments.
    DOI: 10.1787/1f029d8f-en
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  • 9
    Online Resource
    Online Resource
    Benchmarking Higher Education System Performance (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264686472 , 9789264824133 , 9789264826281
    Language: English
    Pages: 1 Online-Ressource (644 p.) , 21 x 28cm.
    Series Statement: Higher Education
    Parallel Title: Erscheint auch als Benchmarking higher education system performance
    RVK:
    AL 50000
    Keywords: Hochschule ; Benchmarking ; OECD-Staaten ; Education ; OECD ; Höheres Bildungswesen ; Benchmarking ; Vergleich
    Abstract: The scope of contemporary higher education is wide, and concerns about the performance of higher education systems are widespread. The number of young people with a higher education qualification is expected to surpass 300 million in OECD and G20 countries by 2030. Higher education systems are faced with challenges that include expanding access, containing costs, and ensuring the quality and relevance of provision. The project on benchmarking higher education system performance provides a comprehensive and empirically rich review of the higher education landscape across OECD countries, taking stock of how well they are performing in meeting their education, research and engagement responsibilities.
    DOI: 10.1787/be5514d7-en
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  • 10
    Online Resource
    Online Resource
    Mesurer l’innovation dans l’éducation 2019 (Version abrégée) : Quels changements dans les pratiques scolaires ? (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264926493 , 9789264581647 , 9789264323919
    Language: French
    Pages: 1 Online-Ressource (164 p.) , 21 x 28cm.
    Series Statement: La recherche et l'innovation dans l'enseignement
    Parallel Title: Parallele Sprachausgabe Measuring Innovation in Education 2019: What Has Changed in the Classroom?
    Keywords: Education ; Governance ; Science and Technology
    Abstract: Pour améliorer l'éducation, il est capital de comprendre et de mesurer l'innovation. La base de connaissances internationales en matière d'éducation serait sensiblement élargie en assurant un suivi systématique de l'évolution des pratiques au sein des classes et dans les établissements d'éducation, du développement professionnel des enseignants, de l'utilisation des ressources pédagogiques, et des pratiques de communication des établissements d'enseignement avec leur communauté. On pourrait aussi comprendre comment sont associées les évolutions et l'innovation d'un côté et de meilleurs résultats en matière d'éducation de l'autre. Les décideurs politiques seraient ainsi à même de mieux cibler les interventions et les ressources, et d'obtenir rapidement un retour d'informations permettant de déterminer si les réformes ont modifié les pratiques éducatives conformément aux attentes. Par ailleurs, cela permettrait de mieux comprendre les conditions propices à l'innovation dans l'éducation ainsi que ses répercussions. Cette nouvelle édition de Mesurer l'innovation dans l'éducation examine ce qui a changé (ou pas) pour les étudiants pendant la dernière decénnie dans les systèmes éducatifs de l'OCDE et couvre environ 150 pratiques éducatives dans sa version originale (et un peu moins dans cette version française abrégée). Elle met en lumière l'innovation systémique dans l'enseignement primaire et secondaire, en mettant l'accent sur l'innovation pédagogique. L'utilisation de la technologie s'est-elle propagée? Les évaluations sont-elles devenues plus fréquentes? Les élèves ont-ils plus d'autonomie dans leur apprentissage? Est-ce qu'on leur demande de plus en plus de mémoriser des faits et des procédures? Est-ce que plus d’élèves ont des enseignants qui participent eux-même à des activités d’apprentissage? Voici quelques-unes des questions auxquelles répond ce livre. Des premiers pas vers l’établissement d’un lien entre l’innovation et les performances éducatives sont également réalisés. Ce livre intéressera toutes les parties prenantes désireuses de comprendre l'évolution des pratiques éducatives. Cette version abrégée ne contient, outre le résumé, que les chapitres où la majorité des indicateurs comprennent les systèmes éducatifs francophones. La version intégrale du rapport est disponible en anglais sur le site de l’OCDE.
    DOI: 10.1787/6d211378-fr
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  • 11
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    Providing Quality Early Childhood Education and Care : Results from the Starting Strong Survey 2018 (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264515017 , 9789264797352 , 9789264652408
    Language: English
    Pages: 1 Online-Ressource (280 p.) , 21 x 28cm.
    Series Statement: TALIS
    Parallel Title: Erscheint auch als Providing quality early childhood education and care
    Keywords: Frühkindliche Bildung ; Kinderbetreuung ; Qualität ; OECD-Staaten ; Education
    Abstract: For most children, early childhood education and care (ECEC) provides the first experience of life in a group away from their families. This experience plays a crucial role in children’s learning, development and well-being. The benefits of high-quality ECEC are not restricted to children’s first years of life. However, little is known about this first experience. What do children learn and do in ECEC settings? With which staff do children interact at their centres? Do all children face the same opportunities to enrol in high-quality settings? What are the main spending priorities to raise the quality of ECEC? These are key questions for parents, staff and policy makers. The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is the first international survey that focuses on the ECEC workforce. It offers an opportunity to learn about the characteristics of the workforce, the practices they use with children, their beliefs about children’s development and their views on the profession and on the sector. This first volume of findings, Providing Quality Early Childhood Education and Care, examines multiple factors that can affect the quality of ECEC and thereby can influence children’s learning, development and well-being.
    DOI: 10.1787/301005d1-en
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  • 12
    Online Resource
    Online Resource
    Trouver ses marques 2018 : Les indicateurs de l'intégration des immigrés (2019)
    Paris : OECD Publishing ;
    Details
    ISBN: 9789264309234 , 9789264309241 , 9789264309258
    Language: French
    Pages: 1 Online-Ressource (300 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Zusammen wachsen: Integration von Zuwanderern: Indikatoren 2018
    Parallel Title: Parallele Sprachausgabe Settling In 2018: Indicators of Immigrant Integration
    Keywords: Education ; Employment ; Social Issues/Migration/Health
    Abstract: Cette publication réalisée conjointement par l’OCDE et la Commission européenne présente une comparaison internationale exhaustive de l'intégration des immigrés et de leurs enfants entre tous les pays de l’UE, de l’OCDE ainsi que de certains pays du G20, au travers de 74 indicateurs d'intégration organisés autour de trois grands thèmes : marché du travail et compétences, conditions de vie, engagement civique et intégration sociale. Pour mettre la comparaison dans son contexte, un chapitre est aussi consacré aux caractéristiques des populations immigrées et des ménages immigrés. Trois chapitres spéciaux sont enfin consacrés aux différences par genre; aux jeunes d’origine immigrée et aux ressortissants de pays tiers dans l’Union européenne.
    DOI: 10.1787/9789264309234-fr
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  • 13
    Online Resource
    Online Resource
    Educación superior en México : Resultados y relevancia para el mercado laboral (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264944152 , 9789264915039 , 9789264446014
    Language: Spanish
    Pages: 1 Online-Ressource (235 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Higher Education in Mexico: Labour Market Relevance and Outcomes
    Keywords: Education ; Employment ; Mexico
    Abstract: El número de estudiantes de educación superior en México se duplicó en la década pasada y cada año más de medio millón de egresados de este nivel se incorporan al mercado laboral. Encontrar empleo adecuado es difícil y un gran número de jóvenes egresados universitarios trabajan en puestos para los cuales están sobrecalificados o consiguen empleos sin seguridad social ni cobertura de pensión. México no es el único país en esta situación. En muchas naciones de la OCDE, los resultados de la educación superior, menores a lo esperado, son una desilusión para los graduados y sus familias, quienes desearían obtener empleos de buena calidad y con buenos ingresos como respuesta a su inversión formativa. La baja rentabilidad es también una preocupación para los gobiernos, que gastan en el desarrollo de competencias para impulsar la productividad y la innovación a escalas nacional y regional. Para responder a estas inquietudes, la OCDE ha emprendido un análisis exhaustivo de los resultados y la relevancia de los sistemas de educación superior para el mercado laboral. El objetivo es ayudar a los países a mejorar las políticas públicas y las prácticas institucionales mediante un conocimiento más amplio de las capacidades y los obstáculos existentes, y las recomendaciones que ayuden a cerrar esas brechas. México fue una de las primeras naciones en sumarse a este ejercicio, junto con Noruega y Estados Unidos de América.
    DOI: 10.1787/a93ed2b7-es
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  • 14
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    Primeira Classe : Como construir uma escola de qualidade para o século XXI (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264581890
    Language: Portuguese
    Pages: 1 Online-Ressource (326 p.) , 17 x 24cm.
    Parallel Title: Parallele Sprachausgabe Quelle école pour demain ? : Bâtir un système scolaire pour le XXIe siècle
    Parallel Title: Parallele Sprachausgabe Primera Clase : Cómo construir una escuela de calidad para el siglo XXI
    Parallel Title: Parallele Sprachausgabe World Class: How to Build a 21st-Century School System
    Parallel Title: Parallele Sprachausgabe Weltklasse: Schule für das 21. Jahrhundert gestalten
    Keywords: Education
    Abstract: Num mundo em que as coisas que são fáceis de ensinar e testar também se tornaram fáceis de digitalizar e de serem automatizadas, será a nossa imaginação, nossa consciência e nosso senso de responsabilidade que nos ajudarão a aproveitar as oportunidades do século 21 para transformar o mundo num lugar melhor. As escolas de amanhã terão de ajudar os alunos a pensar por si mesmos e a se juntarem a outros, com empatia, no trabalho e na cidadania. Elas terão que ajudar os alunos a desenvolver um forte senso de certo e errado, e também sensibilidade para com as reivindicações de outros. De que as escolas vão precisar para conseguirem tornar isso realidade? Andreas Schleicher, criador do PISA (Programme for International Student Assessment), um programa da OCDE, e uma autoridade internacional em política educacional, acompanhou líderes educacionais em mais de 70 países em seus esforços para criar e implementar políticas e práticas voltadas para o futuro. Embora as melhoras na educação sejam mais fáceis de proclamar que de serem atingidas, neste livro Schleicher examina os muitos casos de sucesso a partir dos quais há algo a aprender. Isso não tem nada a ver com copiar e colar soluções de outras escolas ou países, e sim com olhar seriamente e com serenidade para boas práticas em nossos próprios países ou em outros, para compreender o que funciona e em que contextos. Especialista em Física, Schleicher oferece uma perspectiva única na reforma da educação: ele argumenta, de forma convincente, que ela não deveria deixar de ser arte, mas ser principalmente uma ciência. “Ninguém no mundo sabe mais sobre Educação que Andreas Schleicher. Ponto final. Pela primeira vez, ele compilou 20 anos de patrimônio intelectual em um só lugar. A leitura de Primeira classe deveria ser obrigatória para os formuladores de políticas públicas e qualquer pessoa que queira saber como nossas escolas podem se adaptar ao mundo moderno – e ajudar todas as crianças a aprenderem por si mesmas.” Amanda Ripley, author of The Smartest Kids in the World, um bestseller do New York Times “[Schleicher]…compreende as questões mais importantes, e o faz encostando o ouvido no chão e descobrindo soluções conjuntamente a uma variedade de líderes de todos os níveis do sistema e em diversas sociedades.” Michael Fullan, Diretor da Global Leadership, New Pedagogies for Deep Learning “Todos os líderes visionários que encaram com seriedade o aprimoramento da aprendizagem escolar deveriam incluir este livro, totalmente baseado em evidências – Primeira Classe: Como construir um sistema educacional para o século 21 – no topo de sua lista de leituras.” Jeb Bush, 43º Governador da Flórida, e fundador e Presidente da Fundação pela Excelência em Educação “…um livro que precisa ser lido por aqueles que desejam criar um futuro no qual as oportunidades econômicas possam ser compartilhadas por todos.” Klaus Schwab, Fundador e Presidente Executivo do Fórum Econômico Mundial “Neste livro oportuno e visionário, um dos educadores mais capacitados do mundo se baseia em dados impressionantes, observações argutas e considerável sensatez para indicar os caminhos de uma educação efetiva para todos os jovens.” – Howard Gardner, Diretor Senior do Projeto Zero, Programa de Pós-Graduação em Educação de Harvard
    DOI: 10.1787/7475e4e1-pt
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  • 15
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    Gute Strategien für gute Berufe in der frühen Bildung (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264751064
    Language: German
    Pages: 1 Online-Ressource (100 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Good Practice for Good Jobs in Early Childhood Education and Care
    Keywords: Education ; Employment ; Social Issues/Migration/Health
    Abstract: Die Gewinnung und Bindung von Fachkräften stellt im Bereich der frühkindlichen Bildung, Betreuung und Erziehung (FBBE) seit geraumer Zeit eine Herausforderung dar. Den OECD-Ländern ist es zunehmend wichtig, dass FBBE-Fachkräfte ein hohes Qualifikationsniveau besitzen, doch führen Niedriglöhne, ein geringes Ansehen, fehlende öffentliche Anerkennung, schlechte Arbeitsbedingungen und begrenzte berufliche Entwicklungsmöglichkeiten dazu, dass die Personalgewinnung und -bindung sich häufig schwierig gestalten. Was können die einzelnen Länder tun, um einen Bestand an hochqualifizierten und gut ausgebildeten FBBE-Fachkräften aufzubauen? Welches ist der beste Weg, um die Kompetenzen der Mitarbeiterinnen und Mitarbeiter zu erhöhen, ohne dabei den Fachkräftemangel zu verstärken? Wie können die Länder angesichts begrenzter Ressourcen die Löhne anheben und die Arbeitsbedingungen verbessern? Auf der Grundlage früherer Arbeiten der OECD zum Thema frühkindliche Bildung, Betreuung und Erziehung und Erfahrungen aus OECD-Ländern stellt dieser Bericht bewährte Maßnahmen für bessere FBBE-Arbeitsplätze und den Ausbau des Bestands hochqualifizierter Arbeitskräfte vor.
    DOI: 10.1787/cb63ff14-de
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    The Space Economy in Figures : How Space Contributes to the Global Economy (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264987272 , 9789264805958 , 9789264550100
    Language: English
    Pages: 1 Online-Ressource (200 p.) , 21 x 28cm.
    Parallel Title: Erscheint auch als The space economy in figures
    Keywords: Raumfahrt ; Luftfahrtindustrie ; Welt ; Education ; Energy ; Environment ; Urban, Rural and Regional Development ; Development ; Science and Technology ; Raumfahrt ; Luft- und Raumfahrtindustrie
    Abstract: The space economy is expanding and becoming increasingly global, driven by the development of ever-more governmental space programmes around the world, the multiplication of commercial actors in value chains, durable digitalisation trends, and new space systems coming of age. This report describes these emerging trends using new and internationally comparable data and indicators. It highlights the growing importance of space activities for the economy, for developing country strategies (based on original official development assistance statistics), for the pursuit of knowledge and scientific discoveries, and for society in general. To get the most out of space investments and promote sustained socio-economic growth, this report provides some recommendations to countries in building up their statistical evidence on space actors and activities.
    DOI: 10.1787/c5996201-en
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  • 17
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    Stratégie 2019 de l'OCDE sur les compétences : Des compétences pour construire un avenir meilleur (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264313859 , 9789264762121 , 9789264487604
    Language: French
    Pages: 1 Online-Ressource (260 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe OECD Skills Strategy 2019: Skills to Shape a Better Future
    Parallel Title: Parallele Sprachausgabe Estrategia de Competencias de la OCDE 2019 : Competencias para construir un futuro mejor
    Keywords: Education ; Employment ; Economics
    Abstract: La Stratégie de l’OCDE sur les compétences propose une approche stratégique et globale afin que les peuples et les pays puissent se doter de compétences leur permettant de s’épanouir dans un monde complexe, interconnecté et en pleine évolution. La nouvelle Stratégie 2019 de l’OCDE sur les compétences tient compte depuis 2012 des enseignements tirés de la mise en œuvre initiale de la stratégie des compétences de l’OCDE dans 11 pays, et intègre également es récentes constatations des effets des mégatendances sur les compétences, telles que la mondialisation, la transformation numérique, le vieillissement de la population et les migrations. La Stratégie tient également compte des nouvelles connaissances de l’OCDE sur les politiques en matière de compétences efficacesqui reposent sur ces trois grands axes: acquérir des compétences utiles tout au long de la vie, utiliser efficacement les compétences dans le cadre professionnel et social et, renforcer la gouvernance des systèmes de compétences.
    DOI: 10.1787/9789264313859-fr
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  • 18
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    Is there a generational divide in environmental optimism? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.95
    Keywords: Education
    Abstract: Problems associated with the environment loom large over the future well-being of young generations. A previous issue of PISA in Focus (PISA in Focus 87) shows that in 2015 many 15-year-old students believed that the future – their future – was going to be worse, environmentally, than the present. In particular, only a minority of students (fewer than one in five, on average across OECD countries) believed that problems related to air pollution, the extinction of plants and animals, clearing forests for land use, water shortages and nuclear waste would improve over the next 20 years. But are teenagers more or less pessimistic than their parents?
    DOI: 10.1787/04677bea-en
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  • 19
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    Le renforcement de la mixité sociale à l’école a-t-il un impact sur l’équité des résultats d’apprentissage ? (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA à la loupe no.97
    Parallel Title: Parallele Sprachausgabe Does greater social diversity in schools have an impact on equity in learning outcomes?
    Keywords: Education
    Abstract: Les résultats scolaires des élèves sont influencés par leurs caractéristiques personnelles, mais aussi, entre autres facteurs, par celles des autres élèves de leur établissement. Les camarades d’école peuvent se motiver et s’entraider pour surmonter les difficultés d’apprentissage ; mais ils peuvent aussi perturber les cours, nécessiter une attention disproportionnée de la part des enseignants et devenir une source d’inquiétude. Les modalités d’affectation des élèves dans les établissements, et la mesure dans laquelle elles entraînent un creusement des différences socio-économiques ou académiques (stratification) entre les établissements, peuvent donc avoir une incidence sur les résultats d’apprentissage au niveau national. Parmi les pays et économies participant à l’enquête PISA, quels sont ceux où les élèves se concentrent particulièrement dans certains établissements en fonction de leurs niveaux scolaires ou de leur statut socio-économique ? Quel lien existe-t-il entre la ségrégation socio-économique entre les établissements et les écarts de performance entre les élèves de statuts socio-économiques différents ?
    DOI: 10.1787/1ce0ae6a-fr
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  • 20
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    Play! (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (12 p.)
    Series Statement: Trends Shaping Education Spotlights no.18
    Keywords: Education
    Abstract: Playful experiences provide us with the opportunity to engage with others and learn in enjoyable ways. Recognising and building on the power of playfulness and play can be a way to support more meaningful educational experiences for all, life-wide and lifelong.
    DOI: 10.1787/a4115284-en
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  • 21
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    Strength through diversity’s Spotlight Report for Sweden (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (146 p.)
    Series Statement: OECD Education Working Papers no.194
    Keywords: Education ; Sweden
    Abstract: Within OECD countries, Sweden has historically welcomed large numbers of migrants, in particular migrants seeking humanitarian protection. Since 2015, this large influx of new arrivals with multiple disadvantages has put a well-developed integration system under great pressure and highlighted a number of challenges for education policy given current institutional frameworks. PISA 2015 shows that immigrant students fare considerably worse than native students in terms of academic and well-being outcomes also after accounting for differences in social-economic background. The OECD has identified four priority areas for Sweden for closing the gap between immigrant and native students: (1) Facilitating the access of immigrants to school choice, (2) Building teaching capacity, (3) Providing language training and (4) Strengthening the management of diversity. The findings in this Spotlight Report are based on existing OECD work in the area of immigrant integration in education, OECD and national data, a questionnaire on the range of policies and practices in Sweden and good practice examples for the integration in the education system in peer-learner countries and regions [Austria, Germany, the Netherlands and North America (Canada and the United States)], which were identified of particular relevance for Sweden. The report also includes policy pointers on what policies and practices Sweden could adopt to respond to the current integration challenges in the four priority areas.
    DOI: 10.1787/059ce467-en
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  • 22
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    How are PISA results related to adult life outcomes? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.102
    Keywords: Education
    Abstract: Every three years, the release of the PISA results provides a snapshot of the state of education around the world. For some countries, these results are a wake-up call, challenging policy makers to rethink their strategies and invest more in education. PISA also gives a glimpse into the future by providing reliable measures of the extent to which young adults are ready to participate fully in society. What can the performance of 15-years-old students in 2018 tell us about the world in 2030? Will the high-performing countries have a competitive advantage over the low-performing countries? And does performance in PISA predict the life chances of individual students?
    DOI: 10.1787/7b60595e-en
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  • 23
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    L’équité dans l’éducation : Où s’est-elle améliorée ces dix dernières années ? (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA à la loupe no.68
    Parallel Title: Parallele Sprachausgabe Where did equity in education improve over the past decade?
    Keywords: Education
    Abstract: La persistance des inégalités sociales dans l’éducation – le fait que les enfants de parents riches et très instruits réussissent en général mieux à l’école que ceux venant de familles moins privilégiées – est souvent perçue comme une tendance des systèmes d’éducation difficile à inverser. Les pays du monde entier ont cependant tous à coeur de minimiser l’incidence négative du statut socio-économique des élèves sur leur performance à l’école. L’enquête PISA montre que, loin de l’idée qui voudrait que l’inégalité des chances soit un phénomène inéluctable, les systèmes d’éducation peuvent devenir plus équitables en relativement peu de temps.
    DOI: 10.1787/718e0e68-fr
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  • 24
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    Quel est le degré de décentralisation des systèmes d’éducation et son incidence pour les établissements d’enseignement ? (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Les indicateurs de l'éducation à la loupe no.64
    Parallel Title: Parallele Sprachausgabe How decentralised are education systems, and what does it mean for schools?
    Keywords: Education
    Abstract: Le renforcement de l’autonomie des établissements d’enseignement est une mesure populaire, qui peut toutefois aussi s’avérer complexe et parfois même sujette à controverse. Nombre de systèmes d’éducation ont renforcé l’autonomie des établissements d’enseignement dans l’espoir de gagner en efficacité et de mieux répondre aux besoins locaux. Dans certains pays, toutefois, le renforcement de cette autonomie soumet les établissements d’enseignement et les acteurs locaux à une pression accrue. Pour porter ses fruits, le renforcement de l’autonomie des établissements d’enseignement doit se fonder sur un ensemble d’éléments clés : un cadre national solide et une vision stratégique claire ; des programmes de formation bien adaptés pour les chefs d’établissement et les enseignants ; de solides dispositifs de responsabilisation ; et l’instauration d’un climat de collaboration, tant entre les établissements d’enseignement qu’au sein de ceux-ci.
    DOI: 10.1787/b3b6fcc4-fr
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    Upgrading the ICT questionnaire items in PISA 2021 (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (49 p.)
    Series Statement: OECD Education Working Papers no.202
    Keywords: Education
    Abstract: This paper explains the rationale for updating the OECD Programme for International Student Assessment (PISA) 2021 questionnaire on Information and Communication Technology (ICT) and shows how it covers policy topics of current relevance. After presenting key findings based on previous ICT-related PISA data, the paper provides a summary of the PISA 2021 ICT framework guiding the development of the questionnaire. The paper then describes the process followed by the OECD/PISA secretariat for the development of the PISA 2021 ICT questionnaire items. The paper concludes by drawing some lessons that would inform future development of this instrument.
    DOI: 10.1787/d0f94dc7-en
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  • 26
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    Comment les professeurs de sciences enseignent-ils leur discipline – et cela fait-il une différence ? (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (8 p.)
    Series Statement: PISA à la loupe no.90
    Parallel Title: Parallele Sprachausgabe How do science teachers teach science - and does it matter?
    Keywords: Education
    Abstract: Le débat sur les mérites des différentes pratiques pédagogiques en sciences, qui s’inscrit dans le cadre d’une réflexion plus large sur la nature de l’apprentissage, a fait couler beaucoup d’encre et souvent suscité des réactions passionnées chez les différentes parties concernées. D’un côté, les partisans d’un enseignement des sciences fondé sur une démarche d’investigation mettent en avant que cette approche permet d’exposer les élèves aux procédures utilisées par les scientifiques professionnels, tandis que de l’autre, les défenseurs des pratiques pédagogiques traditionnelles rappellent le rôle des enseignants dans la transmission des connaissances scientifiques et l’encadrement de l’apprentissage des élèves. Quelles sont alors les meilleures pratiques à adopter ? Et la réussite dépend-elle du climat de l’établissement ? L’enquête PISA 2015 interrogeait les élèves sur les pratiques pédagogiques qu’ils rencontraient en classe. L’analyse de ces données met au jour des résultats intéressants concernant l’efficacité de certaines de ces pratiques, en particulier les activités de sciences fondées sur une démarche d’investigation et l’enseignement des sciences dirigé par l’enseignant.
    DOI: 10.1787/7a4bb061-fr
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  • 27
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    Have students’ feelings of belonging at school waned over time? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.100
    Keywords: Education
    Abstract: Most adolescents desire strong social ties and value acceptance, care and support from others. Many adolescents find friends and caring adults among members of the school community. As students go through a decisive period of their lives, discovering and redefining their identity, a strong sense of belonging at school can help them feel secure, and can support their academic and social development. Adolescents who feel that they are part of a school community are also more motivated to learn and, as a result, more likely to perform well at school. But in recent years, many traditional communities formed around shared physical spaces – neighbourhoods, workplaces or schools – have been profoundly affected by advances in technology. How did students’ feelings of belonging at school change over a period in which online friendships and social networks were growing in importance?
    DOI: 10.1787/bdde89fb-en
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  • 28
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    The relevance of general pedagogical knowledge for successful teaching : Systematic review and meta-analysis of the international evidence from primary to tertiary education (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (101 p.)
    Series Statement: OECD Education Working Papers no.212
    Keywords: Education
    Abstract: This systematic review investigates the relevance of general pedagogical knowledge for successful teaching. It synthesises the empirical evidence of 10 769 teaching professionals and 853 452 students from primary to tertiary education in 21 countries. The meta-analysis of 20 quantitative studies revealed significant effects for teaching quality and student outcomes (Cohen’s d = .64 and .26), indicating that more knowledgeable teachers achieve a three-month additional progress for students. The three themes emerging from 31 qualitative studies underline that general pedagogical knowledge is a crucial resource for teaching. Results also show that teaching requires knowledge about a range of topics, specific skills and other competences to transform knowledge into practice. Teachers need training and practical experience to acquire knowledge, which they apply according to the pedagogical situation at hand. The results allow for important conclusions for policy, practice and research.
    DOI: 10.1787/ede8feb6-en
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    How does socio-economic status influence entry into tertiary education? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Education Indicators in Focus no.69
    Parallel Title: Parallele Sprachausgabe Influence du milieu socio-économique sur l’accès à l’enseignement tertiaire
    Keywords: Education
    Abstract: Across OECD countries, individuals without tertiary-educated parents tend to be considerably under-represented among entrants to tertiary education. However, inequalities tend to accumulate throughout an individual’s educational career. In particular, the period from starting upper secondary to entering tertiary education is critical in determining students’ future career and education choices. Understanding how socio-economic disparities at earlier levels may influence entry rates to tertiary education will be essential if policy makers are to design better policies to improve equity.
    DOI: 10.1787/b541bfcd-en
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    How much time do adults spend on the PIAAC assessment and why does it matter? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Adult Skills in Focus no.10
    Parallel Title: Parallele Sprachausgabe Temps consacré par les adultes à l’évaluation PIAAC et importance de cette donnée
    Keywords: Education
    Abstract: Log files from computer-based assessment can help better understand respondents’ behaviours and cognitive strategies. Analysis of timing information from PIAAC reveals large differences in the time participants take to answer assessment items, as well as large country differences in the share of respondents that spent the minimum amount of time necessary to understand an item. These differences in the degree of effort exerted by respondents provide a useful complement to the analysis of international skills differences.
    DOI: 10.1787/11a4be1d-en
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  • 31
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    Do parents of 15-year-olds know many of their child’s school friends and their parents? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.98
    Parallel Title: Parallele Sprachausgabe Les parents de jeunes de 15 ans connaissent-ils les camarades d’école de leur enfant et leurs parents ?
    Keywords: Education
    Abstract: Parents often establish fruitful relationships with teachers, students and other parents at their child’s school. By doing so, they might gain new friends and help their child’s academic career; but more crucially, they may contribute indirectly to the common good of the school – by reinforcing the norms of behaviour at school, spreading important information, generating trust and/or connecting the school with the wider community. PISA asked parents from the 18 countries and economies that chose to distribute the parent questionnaire how many of their child’s school friends they know by name and how many of their parents they know. In schools where parents know their children’s friends and their families, students are more likely to develop their skills, improve their attitudes towards collaboration, and feel happier and safer at school.
    DOI: 10.1787/117d034c-en
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    How does PISA define and measure reading literacy? (2019)
    Paris : OECD Publishing
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    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.101
    Keywords: Education
    Abstract: Every three years, the education community around the world eagerly awaits the release of the latest results from PISA. In addition to student proficiency in reading, mathematics and science, this December will see the publication of results on equity in education systems, school climate and students’ well-being. PISA rotates the main subject of assessment every three years, and the PISA 2018 assessment, like the PISA 2000 and 2009 assessments, focused on reading. The PISA definition of reading literacy has remained much the same over this period; in 2018, it can be summarised as understanding, using, evaluating, reflecting on and engaging with texts in order to achieve one’s goals, to develop one’s knowledge and potential, and to participate in society. But how people read has changed since 2009. Reading now involves not only the printed page but also electronic formats. This has led to a proliferation in the amount of text encountered every day, making it all the more important that students be able to discern between fact and opinion, and navigate through different sources of text in order to construct meaning.
    DOI: 10.1787/efc4d0fe-en
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    Invariance analyses in large-scale studies (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (110 p.)
    Series Statement: OECD Education Working Papers no.201
    Keywords: Education
    Abstract: Large-scale surveys such as the Programme for International Student Assessment (PISA), the Teaching and Learning International Survey (TALIS), and the Programme for the International Assessment of Adult Competences (PIAAC) use advanced statistical models to estimate scores of latent traits from multiple observed responses. The comparison of such estimated scores across different groups of respondents is valid to the extent that the same set of estimated parameters holds in each group surveyed. This issue of invariance of parameter estimates is addressed in model fit indices which gauge the likelihood that one set of parameters can be used across all groups. Therefore, the problem of scale invariance across groups of respondents can typically be framed as the question of how well a single model fits the responses of all groups. However, the procedures used to evaluate the fit of these models pose a series of theoretical and practical problems. The most commonly applied procedures to establish invariance of cognitive and non-cognitive scales across countries in large-scale surveys are developed within the framework of confirmatory factor analysis and item response theory. The criteria that are commonly applied to evaluate the fit of such models, such as the decrement of the Comparative Fit Index in confirmatory factor analysis, work normally well in the comparison of a small number of countries or groups, but can perform poorly in large-scale surveys featuring a large number of countries. More specifically, the common criteria often result in the non-rejection of metric invariance; however, the step from metric invariance (i.e. identical factor loadings across countries) to scalar invariance (i.e. identical intercepts, in addition to identical factor loadings) appears to set overly restrictive standards for scalar invariance (i.e. identical intercepts). This report sets out to identify and apply novel procedures to evaluate model fit across a large number of groups, or novel scaling models that are more likely to pass common model fit criteria.
    DOI: 10.1787/254738dd-en
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    Assessment framework of the OECD Study on Social and Emotional Skills (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (109 p.)
    Series Statement: OECD Education Working Papers no.207
    Keywords: Education
    Abstract: The OECD’s new Study on Social and Emotional Skills aims to provide policy makers, educators, families and communities with a comprehensive set of tools to foster students’ social and emotional learning. The Study’s assessment framework – presented in this paper – is a result of an extensive literature review of previous research, existing frameworks and assessment approaches in the area of social and emotional skills. The framework, developed by a team of experts in various domains, incorporates evidence from psychology, education, organisational sciences, sociology, economy, and public policy. This framework describes the objectives, characteristics and expected outcomes of the Study. It presents the conceptual model of social and emotional skills assessed in the Study, their development, malleability and predictive value. The framework also discusses how factors in students’ family, school and peer environment influence their social and emotional skills’ development along with the contextual questionnaires designed to gather this information. The framework also presents the Study’s design, assessment approach, instrument development process, sampling procedures and data collection methods.
    DOI: 10.1787/5007adef-en
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    Why don’t more girls choose to pursue a science career? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.93
    Parallel Title: Parallele Sprachausgabe Pourquoi les filles ne sont-elles pas plus nombreuses à choisir une carrière scientifique ?
    Keywords: Education
    Abstract: When new PISA data are published, many researchers around the world analyse them with the aim of shedding light on all sorts of questions. One question in search of an answer: why are women under-represented in science, technology, engineering and mathematics (STEM) professions? Using data from the Program for International Student Assessment (PISA), Gijsbert Stoet and David Geary examined the nature of the gender gap in STEM fields. The authors analysed data from 67 countries and economies participating in the 2015 cycle of PISA; these data were supplemented by country-level indicators on gender equality (the Global Gender Equality Index) and the proportion of women graduating in a STEM field. Their analysis yielded an interesting result.
    DOI: 10.1787/02bd2b68-en
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    Experimental Finland (2019)
    Paris : OECD Publishing
    In:  OECD Observer
    Details
    Language: English
    Titel der Quelle: OECD Observer
    Keywords: Education ; Governance ; Science and Technology ; Economics ; Finland
    DOI: 10.1787/336216c4-en
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  • 37
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    Three reasons why Finland can stay on top (2019)
    Paris : OECD Publishing
    In:  OECD Observer
    Details
    Language: English
    Parallel Title: Parallele Sprachausgabe Trois atouts qui doivent permettre à la Finlande de garder une longueur d’avance
    Titel der Quelle: OECD Observer
    Keywords: Education ; Governance ; Social Issues/Migration/Health ; Development ; Science and Technology ; Economics ; Industry and Services ; Finland
    DOI: 10.1787/0c8b59ac-en
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  • 38
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    Trois atouts qui doivent permettre à la Finlande de garder une longueur d’avance (2019)
    Paris : OECD Publishing
    In:  L'Observateur de l'OCDE
    Details
    Language: French
    Pages: 1 Online-Ressource (4 p.)
    Parallel Title: Parallele Sprachausgabe Three reasons why Finland can stay on top
    Titel der Quelle: L'Observateur de l'OCDE
    Keywords: Education ; Governance ; Social Issues/Migration/Health ; Development ; Science and Technology ; Economics ; Industry and Services ; Finland
    DOI: 10.1787/0433bd05-fr
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  • 39
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    Vocational education and training in Sweden (2019)
    Paris : OECD
    Details
    ISBN: 9789264313071
    Language: English
    Pages: 1 Online-Ressource (137 Seiten) , Illustrationen
    Series Statement: OECD reviews of vocational education and training
    Parallel Title: Erscheint auch als Kuczera, Małgorzata Vocational education and training in Sweden
    Keywords: Berufsbildung ; Berufsbildungspolitik ; Schweden ; Education ; Employment ; Sweden
    Abstract: One of a series of studies on vocational education and training, this review focuses on the vocational education and training (VET) in Sweden and concludes with policy recommendations. Over recent years, Sweden has launched a series of reforms to enhance involvement of social partners in VET, to increase provision of work-based learning in VET programmes and to promote apprenticeship. Higher vocational education and training launched in 2002 has been expanding. At the same time, numerous sectors are grappling with labour shortages increasing pressure on VET to better match the provision to changing demand for skills; and fewer young people opt for VET programmes than in the past. This report suggests several ways in which the Swedish VET system may respond to these challenges. Sweden may encourage co-operation between schools, for example by linking it to school evaluation and funding criteria. The report also argues that Sweden may further enhance social partners’ involvement in VET by creating a framework for systematic social partners’ involvement at the local level and by providing social partners with more responsibility over some aspects of VET.
    DOI: 10.1787/g2g9fac5-en
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  • 40
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    Investing in youth : Peru (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264305823
    Language: English
    Pages: 1 Online-Ressource (194 Seiten) , Illustrationen
    Series Statement: Investing in Youth
    Parallel Title: Erscheint auch als Investing in youth
    Keywords: Bildungsinvestition ; Junge Arbeitskräfte ; Jugendliche ; Jugendpolitik ; Peru ; Education ; Employment ; Social Issues/Migration/Health ; Peru
    Abstract: The present report on Peru is part of the series on "Investing in Youth", which builds on the expertise of the OECD on youth employment, social support and skills. This series covers both OECD countries and countries in the process of accession to the OECD, as well as some emerging economies. The report provides a detailed diagnosis of youth policies in the areas of social, employment, education and training policies. Its main focus is on young people who are not in employment, education or training (the "NEETs"). Earlier reviews in the same series have looked at youth policies in Brazil (2014), Latvia and Tunisia (2015), Australia, Lithuania and Sweden (2016), Japan (2017), and Norway (2018).
    DOI: 10.1787/9789264305823-en
    URL: Volltext  (lizenzpflichtig)
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  • 41
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    Vocational education and training in Bulgaria : governance and funding (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264985971
    Language: English
    Pages: 1 Online-Ressource (62 Seiten) , Illustrationen
    Series Statement: OECD reviews of vocational education and training
    Parallel Title: Erscheint auch als Bergseng, Benedicte Vocational education and training in Bulgaria
    Keywords: Berufsbildung ; Berufsbildungspolitik ; Bulgarien ; Education ; Employment ; Bulgaria ; Bulgarien ; Berufsausbildung
    Abstract: Over recent years, Bulgaria has shown great willingness to reform its vocational education and training (VET). Significant challenges remain, however, relating notably to the system’s responsiveness to labour market needs and its capacity to ensure equitable outcomes for learners. This report is a focused review of two predefined issues, the governance and funding of VET. These are two fundamental elements within the delivery of skilled VET graduates. The report assesses the strengths of the Bulgarian VET system and the challenges it faces when it comes to governance and funding and suggests policy responses for how these challenges can be addressed. Four specific challenges are identified linked to the governance of the VET system: decision-making powers and capacity; the use of data and evidence to inform policy decisions; social partner engagement; and, oversight of adult VET learning provision. With regard to VET funding, both school level financial autonomy, and the capacity to act upon increased flexibilities, are currently modest. The report argues that potential exists to strengthen collaboration between schools and employers to achieve increased cost-sharing between government and private firms. Finally, more can be done to improve equity in VET delivery through Bulgaria’s funding formula.
    DOI: 10.1787/25bad018-en
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  • 42
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    Indigenous employment and skills strategies in Australia (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264606784
    Language: English
    Pages: 1 Online-Ressource (106 Seiten) , Illustrationen
    Series Statement: OECD reviews on local job creation
    Parallel Title: Erscheint auch als Indigenous employment and skills strategies in Australia
    Keywords: Erwerbstätigkeit ; Qualifikation ; Arbeitsmarktpolitik ; Indigene Völker ; Australien ; Education ; Employment ; Urban, Rural and Regional Development ; Australia ; Australien ; Indigenes Volk ; Beschäftigungsstruktur ; Fähigkeit
    Abstract: Innovative ways of working with Indigenous Australians are needed to improve their employment prospects, especially as many work in jobs that are most likely to be impacted by digitalisation and automation in the future. This report considers both quantitative and qualitative data regarding employment, skills, and entrepreneurship opportunities for Indigenous Australians. A number of case studies were undertaken with employment and training providers in the cities of Sydney and Perth to gain insights into the delivery of employment and skills programmes targeted to Indigenous Australians. The report highlights critical success factors to better link Indigenous Australians to high quality jobs while also providing recommendations regarding future employment and skills programming.
    DOI: 10.1787/dd1029ea-en
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  • 43
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    Engaging Employers and Developing Skills at the Local Level in Northern Ireland, United Kingdom (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264311626
    Language: English
    Pages: 1 Online-Ressource (92 p.) , 21 x 28cm.
    Series Statement: OECD Reviews on Local Job Creation
    Parallel Title: Erscheint auch als Engaging employers and developing skills at the local level in Northern Ireland, United Kingdom
    Keywords: Qualifikation ; Bildungspolitik ; Unternehmer ; Kommunalpolitik ; Arbeitsmarktpolitik ; Nordirland ; Education ; Governance ; Social Issues/Migration/Health ; Urban, Rural and Regional Development ; United Kingdom ; Qualifikation ; Unternehmer ; Arbeitsmarktpolitik
    Abstract: The success of skills development activities through both on- and off-the job training often depends on the participation of employers. This OECD report on Northern Ireland, United Kingdom identifies a number of innovative programmes that aim to better engage employers in the design and delivery of training. It also looks at the role of local district councils in working closer with employers to better understand and address their skills challenges. A key part of the project was the implementation of a survey to gather information from Northern Irish employers about their skills needs and barriers to apprenticeship participation. The report offers a number of recommendations for improving business-education partnerships in emerging sectors of the Northern Ireland economy.
    DOI: 10.1787/9789264311626-en
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  • 44
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    The Future of Mexican Higher Education : Promoting Quality and Equity (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264309371 , 9789264312807 , 9789264312791
    Language: English
    Pages: 1 Online-Ressource (204 p.) , 21 x 28cm.
    Series Statement: Reviews of National Policies for Education
    Parallel Title: Erscheint auch als The future of Mexican higher education
    Keywords: Hochschule ; Hochschulpolitik ; Mexiko ; Education ; Mexico
    Abstract: This review of higher education policy in Mexico was requested by the Mexican Ministry of Education to take stock of progress since the last OECD review of the higher education system in Mexico, published in 2008, and to support development of the new government’s National Development Plan and Sectoral Education Programme. The report examines the state of the higher education sector in Mexico and analyses key policies implemented by the federal and state governments. It assesses national governance and co-operation structures that help to guide the higher education system, and the relevance of existing national strategies. It also looks at public funding of higher education institutions, how the quality of higher education programmes is assured; and the extent to which the higher education system contributes to equity. The report concludes by exploring two key sectors of higher education: teacher education colleges and professional and technical institutions. A companion volume focusing on the labour market relevance and outcomes of higher education is also available: Higher Education in Mexico: Labour Market Relevance and Outcomes.
    DOI: 10.1787/9789264309371-en
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  • 45
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    Strong Foundations for Quality and Equity in Mexican Schools (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264312548 , 9789264441590 , 9789264661950
    Language: English
    Pages: 1 Online-Ressource (216 p.) , 21 x 28cm.
    Series Statement: Implementing Education Policies
    Parallel Title: Erscheint auch als Strong foundations for quality and equity in Mexican schools
    Keywords: Bildungsreform ; Schulpolitik ; Qualität ; Mexiko ; Education ; Mexico ; Mexiko ; Bildungspolitik ; Schule
    Abstract: This report presents an assessment of Mexico's recent education reforms. Education systems worldwide require continued policy efforts in essential areas to improve student learning, such as: the need to prioritise equity; providing learning environments that are fit for the 21st century; ensuring that schools are run and staffed by high-quality professionals who are well supported; and designing evaluation and assessment frameworks that support schools and assist policy makers in promoting effective student learning and quality of education for all. Mexico's education system has evolved in this direction, but many of the recent reforms need time to mature and flexibility to be adjusted to ensure schools can deliver quality education. In Mexico, like in many other countries, there is a considerable distance between national policy making and the learning that happens in schools. Closing this gap requires substantial resources, capacity and support from state authorities, who have an important role to play as operators of the system, as well as from education stakeholders across the country. In complex education systems, implementation is not only about executing the policy but also building and fine-tuning it collaboratively. This OECD report aims to support Mexico in this endeavour.
    DOI: 10.1787/9789264312548-en
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  • 46
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    PISA 2018 Assessment and Analytical Framework (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264828865 , 9789264477599 , 9789264937567
    Language: English
    Pages: 1 Online-Ressource (308 p.) , 21 x 28cm.
    Series Statement: PISA
    Parallel Title: Erscheint auch als PISA 2018 assessment and analytical framework
    Keywords: Bildungsniveau ; Schüler ; Vergleich ; OECD-Staaten ; Welt ; Education
    Abstract: This report presents the conceptual foundations of the OECD Programme for International Student Assessment (PISA), now in its seventh cycle of comprehensive and rigorous international surveys of student knowledge, skills and well-being. Like previous cycles, the 2018 assessment covered reading, mathematics and science, with the major focus this cycle on reading literacy, plus an evaluation of students’ global competence – their ability to understand and appreciate the perspectives and world views of others. Financial literacy was also offered as an optional assessment. The framework also includes the questionnaires distributed to students and school principals used to elicit information about student backgrounds and the school learning environment, as well as some questionnaires distributed to parents and teachers to assess factors associated with student outcomes. Students in some countries also completed further questionnaires on their educational trajectory, familiarity with information and communications technology, and well-being.
    DOI: 10.1787/b25efab8-en
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  • 47
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    OECD skills strategy Latvia : assessment and recommendations (2019)
    Paris : OECD
    Details
    ISBN: 9789264779891 , 9789264709157 , 9789264461925
    Language: English
    Pages: 1 Online-Ressource (211 Seiten) , Illustrationen
    Series Statement: OECD skills studies
    Parallel Title: Erscheint auch als OECD OECD skills strategy Latvia
    Keywords: Bildungspolitik ; Qualifikation ; Erwachsenenbildung ; Lettland ; Education ; Employment ; Social Issues/Migration/Health ; Latvia
    Abstract: Skills are the key to shaping a better future. Skills are central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as globalisation, technological advance and demographic change are reshaping work and society, generating a growing demand for higher levels of skills, as well as new sets of skills. OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries’ skills challenges and opportunities, and build more effective skills systems. The OECD works collaboratively with countries to develop policy responses that are tailored to each country’s specific skills needs. The foundation of this approach is the OECD Skills Strategy framework, which allows for an exploration of what countries can do better to i) develop relevant skills over the life course, ii) use skills effectively in work and in society, and iii) strengthen the governance of the skills system. This report OECD Skills Strategy Latvia: Assessment and Recommendations identifies opportunities and makes recommendations to strengthen the skills outcomes of students, foster a culture of lifelong learning, reduce skills imbalances in the labour market, and strengthen the governance of the skills system.
    DOI: 10.1787/74fe3bf8-en
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  • 48
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    Multi-dimensional Review of Paraguay : Volume 3. From Analysis to Action (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264834392 , 9789264433854 , 9789264716735
    Language: English
    Pages: 1 Online-Ressource (137 p.) , 21 x 28cm.
    Series Statement: OECD Development Pathways
    Parallel Title: Parallele Sprachausgabe Estudio multidimensional de Paraguay : Volumen 3. Del Análisis a la Acción
    Parallel Title: Erscheint auch als Multi-dimensional review of Paraguay ; volume 3: From analysis to action
    Keywords: Education ; Social Issues/Migration/Health ; Development ; Paraguay
    Abstract: Paraguay has set itself ambitious development goals for 2030. To achieve them, it will have to tackle two major challenges: buttressing sources of sustainable economic prosperity and putting the country on a more inclusive development path. Progressing towards a more inclusive society will require a broad and vigorous reform agenda. First, the country’s healthcare system requires systemic reform to widen its coverage, reduce Paraguayans’ vulnerability in the face of health risks and increase the efficiency of health service provision. Second, the social protection system needs to overcome its fragmentation and become more effective in delivering the right services and risk management tools to citizens according to their needs. In particular, the pension system requires reforms to increase its coverage and become more equitable and more sustainable. Third, the quality and the inclusiveness of its education and training system need to be strengthened to generate the skills the economy needs, and provide opportunities to all. Based on the analysis and recommendations undertaken in Volumes 1 and 2 of this Multi-dimensional country review, this report identifies key areas for action and presents targeted action plans to kick-start reform. The report also provides a dashboard of monitoring indicators to support the reform agenda in the country.
    DOI: 10.1787/5e722f8e-en
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  • 49
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    Résultats du PISA 2018 (Volume I) : Savoirs et savoir-faire des élèves (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264640139
    Language: French
    Pages: 1 Online-Ressource (370 p.) , 21 x 28cm.
    Series Statement: PISA
    Parallel Title: Parallele Sprachausgabe PISA 2018 Results (Volume I): What Students Know and Can Do
    Parallel Title: Parallele Sprachausgabe PISA 2018 Ergebnisse (Band I): Was Schülerinnen und Schüler wissen und können
    Keywords: Education
    Abstract: Le Programme international de l’OCDE pour le suivi des acquis des élèves (PISA) analyse les connaissances des élèves en compréhension de l’écrit, en mathématiques et en sciences ainsi que leur capacité à utiliser ces connaissances. Cette évaluation internationale des acquis des élèves est à ce jour la plus complète et la plus ri-goureuse qui soit. Les résultats de l’enquête PISA révèlent la qualité et l’équité de l’apprentissage à travers le monde, et donnent aux professionnels de l’éducation et aux responsables politiques la possibilité de découvrir les politiques et pratiques d’autres pays et de s’en inspirer. Ce volume est le premier des six qui présentent les résultats de l’évaluation PISA de 2018, la septième édition de cette enquête triennale. Le Volume I, Savoirs et savoir-faire des élèves, examine de manière approfondie la performance des élèves en compréhension de l’écrit, en mathématiques et en sciences, et décrit l’évolution de leur performance depuis les évaluations PISA précédentes.
    DOI: 10.1787/ec30bc50-fr
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  • 50
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    The Survey of Adult Skills : Reader’s Companion, Third Edition (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264523531 , 9789264385139 , 9789264562165
    Language: English
    Pages: 1 Online-Ressource (132 p.) , 21 x 28cm.
    Series Statement: OECD Skills Studies
    Parallel Title: Erscheint auch als The survey of adult skills
    Keywords: Erwachsene ; Qualifikation ; Bildungsniveau ; Erwachsenenbildung ; OECD-Staaten ; Education ; Employment ; Australia ; Austria ; Belgium ; Canada ; Chile ; Cyprus ; Czech Republic ; Denmark ; Ecuador ; Estonia ; Finland ; France ; Germany ; Greece ; Hungary ; Indonesia ; Ireland ; Israel ; Italy ; Japan ; Kazakhstan ; Korea, Republic of ; Lithuania ; Mexico ; Netherlands ; New Zealand ; Norway ; Peru ; Poland ; Russian Federation ; Singapore ; Slovak Republic ; Slovenia ; Spain ; Sweden ; Turkey ; United Kingdom ; United States ; OECD ; Erwachsener ; Erwachsenenbildung ; Qualifikation
    Abstract: This edition of the Reader’s Companion accompanies Skills Matter: Additional Results from the Survey of Adult Skills that reports the results from the 39 countries and regions that participated in the 3 rounds of data collection in the first cycle of PIAAC, with a particular focus on the 6 countries that participated in the third round of the study (Ecuador, Hungary, Kazakhstan, Mexico, Peru and the United States). It describes the design and methodology of the survey and its relationship to other international assessments of young students and adults. 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 key skills in society and how they are used at work and at home. The first survey of its kind, it directly measures proficiency in several information-processing skills – namely literacy, numeracy and problem solving in technology-rich environments.
    DOI: 10.1787/f70238c7-en
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    TALIS 2018 Results (Volume I) : Teachers and School Leaders as Lifelong Learners (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264402119 , 9789264650916 , 9789264541344
    Language: English
    Pages: 1 Online-Ressource (220 p.) , 21 x 28cm.
    Series Statement: TALIS
    Parallel Title: Parallele Sprachausgabe Résultats de TALIS 2018 (Volume I) : Des enseignants et chefs d’établissement en formation à vie
    Parallel Title: Erscheint auch als TALIS 2018 results ; volume I: Teachers and school leaders as lifelong learners
    Keywords: Lehrkräfte ; Lebenslanges Lernen ; Welt ; Education ; Social Issues/Migration/Health
    Abstract: Do teachers spend more time on actual teaching and learning in a typical lesson compared to previous years? Do they feel prepared to teach when they start teaching? What sort of continuous professional development programmes do they participate in and how does it impact their practice? This report looks first at how teachers apply their knowledge and skills in the classroom in the form of teaching practices, with an accompanying assessment of the demographic makeup of those classrooms and the school climate to provide context on learning environments. The volume then assesses the ways in which teachers acquired their knowledge and skills during their early education and training, as well as the steps they take to develop them through continuous professional development over the course of their career. Based on the voice of teachers and school leaders, the report offers a series of policy orientations to help strengthen the knowledge and skills of the teaching workforce to support its professionalism. The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
    DOI: 10.1787/1d0bc92a-en
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  • 52
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    Supporting entrepreneurship and innovation in higher education in Austria (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264816244 , 9789264679412 , 9789264874848
    Language: English
    Pages: 1 Online-Ressource (138 Seiten) , Diagramme
    Series Statement: OECD Skills Studies
    Parallel Title: Erscheint auch als Supporting entrepreneurship and innovation in higher education in Austria
    Keywords: Gründungsausbildung ; Innovation ; Hochschule ; Technologiepolitik ; Hochschulmanagement ; Österreich ; Education ; Science and Technology ; Industry and Services ; Austria
    Abstract: The Austrian higher education system has consistently recognised the need to become more entrepreneurial and innovative with a view to supporting the economic, social and cultural development of the country and its regions. Over the past decades, the government has been implementing a broad reform agenda to provide strategic funding, diversify higher education institutions (HEIs) and promote an allocation of students that improves the quality of services and empowers them vis à vis the future of work and society. This review illustrates policy actions promoting the development of entrepreneurial and innovative activities in the Higher Education System and individual HEIs. In addition, based on information gathered during study visits, the review discusses strategies and practices adopted by Austrian HEIs to innovate, engage, and generate value for their own ecosystems and networks. The review is part of a series of national reports implementing the HEinnovate framework. HEinnovate is a holistic framework that the OECD and the European Commission have developed to promote the “entrepreneurial and innovation agenda” in higher education.
    DOI: 10.1787/1c45127b-en
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  • 53
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    Estudio multidimensional de Paraguay : Volumen 3. Del Análisis a la Acción (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264182813 , 9789264995727 , 9789264485259
    Language: Spanish
    Pages: 1 Online-Ressource (137 p.) , 21 x 28cm.
    Series Statement: Caminos de Desarrollo
    Parallel Title: Parallele Sprachausgabe Multi-dimensional Review of Paraguay: Volume 3. From Analysis to Action
    Keywords: Education ; Social Issues/Migration/Health ; Development ; Paraguay
    Abstract: Paraguay se ha fijado ambiciosos objetivos de desarrollo para 2030. Para lograrlos, tendrá que enfrentar dos grandes desafíos: reforzar las fuentes sostenibles de prosperidad económica y situar al país en una senda de desarrollo más inclusiva. Avanzar hacia una sociedad más inclusiva requerirá una agenda de reformas amplia y vigorosa. Primero, el sistema de salud del país requiere una reforma sistémica para ampliar su cobertura, reducir la vulnerabilidad de los paraguayos ante los riesgos en salud y aumentar la eficiencia en la provisión de servicios de salud. En segundo lugar, el sistema de protección social debe superar su fragmentación y ser más eficaz en la prestación de los servicios adecuados y las herramientas de gestión de riesgos a los ciudadanos de acuerdo con sus necesidades. En particular, el sistema de pensiones requiere reformas para aumentar su cobertura y ser más equitativo y más sostenible. Tercero, la calidad y la inclusividad del sistema de educación y capacitación deben fortalecerse para generar las habilidades que necesita la economía y brindar oportunidades a todos. Con base en el análisis y las recomendaciones realizadas en los Volúmenes 1 y 2 de este Estudio Multidimensional de País, este informe identifica áreas clave para la acción y presenta planes de acción específicos para iniciar la reforma. El informe también proporciona un cuadro de indicadores de monitoreo para respaldar la agenda de reforma en el país.
    DOI: 10.1787/24095010-es
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  • 54
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    G20 contribution to the 2030 Agenda : progress and way forward (2019)
    [Paris] : OECD, UNDP | Paris : OECD Publishing
    Details
    ISBN: 9789264580213
    Language: English
    Pages: 1 Online-Ressource (36 Seiten) , Illustrationen, Diagramme
    Keywords: Education ; Energy ; Agriculture and Food ; Environment ; Finance and Investment ; Governance ; Urban, Rural and Regional Development ; Taxation ; Development ; Economics ; Trade
    Abstract: As the world's premier forum for international economic co-operation, the G20 plays a critical role in helping to achieve the 2030 Agenda for Sustainable Development. Based on robust evidence and available data, this report examines how the G20's contributions to the global goals across key sectors are already making a difference, while also suggesting where it could go further in leading by example to support the global goals. Collectively, G20 members account for around 85% of global gross domestic product, 75% of world trade and 80% of global carbon dioxide emissions – to name just a few areas of the G20's influence. This report, commissioned by the Government of Japan in support of its 2019 G20 Presidency, takes stock of the G20's progress to date against its Action Plan on the 2030 Agenda for Sustainable Development.
    DOI: 10.1787/db84dfca-en
    URL: lizenzpflichtig
    URL: https://www.oecd-ilibrary.org/economics/g20-contribution-to-the-2030-agenda_db84dfca-en
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    Bildung, Trends, Zukunft 2019 (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264806306
    Language: German
    Pages: 1 Online-Ressource (100 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Les grandes mutations qui transforment l'éducation 2019
    Parallel Title: Parallele Sprachausgabe Trends Shaping Education 2019
    Keywords: Education
    Abstract: Haben Sie sich je gefragt, wie die Bildung ihren Teil dazu beitragen kann, unsere Gesellschaften auf das Zeitalter der künstlichen Intelligenz vorzubereiten? Oder welche Folgen der Klimawandel für unsere Schulen, Familien und unser gesamtes Lebensumfeld haben könnte? In Bildung, Trends, Zukunft werden große wirtschaftliche, politische, soziale und technologische Trends untersucht, die sich auf den Bildungssektor auswirken. Diesen klar gegebenen Trends stellt der Bericht eine Reihe offener Fragen gegenüber. So will er strategisches Denken unterstützen und Diskussionen über die Herausforderungen für – und Möglichkeiten von – Bildung im Kontext dieser Trends anstoßen. Dazu wird ein breites Themenspektrum rund um Globalisierung, Demokratie, Sicherheit, Bevölkerungsalterung und moderne Lebensformen betrachtet. Für die Ausgabe 2019 wurden die Inhalte aktualisiert und um zahlreiche neue Indikatoren erweitert. Die Kapitel zu den Trends und ihren Zusammenhängen mit Bildungsfragen werden durch einen neuen Abschnitt ergänzt, der sich von Methoden der strategischen Vorausschau inspiriert mit Zukunftsfragen auseinandersetzt. Dieses Buch soll Politikverantwortlichen, Wissenschaftlern, Bildungsverantwortlichen, Schulverwaltungen und Lehrkräften belastbare, nicht fachspezifische Vergleichsdaten zu internationalen Trends bieten, die sich auf die Bildung auswirken – in Schule, Studium oder Weiterbildung. Damit dürfte diese Publikation auch für Studierende, Eltern und die breite Öffentlichkeit von Interesse sein.
    DOI: 10.1787/738db6c1-de
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    A Flying Start : Improving Initial Teacher Preparation Systems (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264952010 , 9789264720220 , 9789264892736
    Language: English
    Pages: 1 Online-Ressource (168 p.) , 21 x 28cm.
    Parallel Title: Erscheint auch als A flying start
    Keywords: Lehrkräfte ; Berufsbildung ; Education
    Abstract: Addressing teacher education in all its complexity is fundamental to ensuring that all students reach their potential in today’s increasingly diverse classrooms and rapidly changing environment. This report provides insight into key features of selected teacher preparation systems by analysing the information collected in the OECD Initial Teacher Preparation (ITP) study. The ITP study investigated the policy environments of the first phase of continuous teacher learning in seven countries to identify challenges, strengths and innovations: Australia, Japan, Korea, the Netherlands, Norway, the United States and Wales (United Kingdom). A Flying Start: Improving Initial Teacher Preparation Systems describes the challenges of designing and sustaining initial teacher preparation systems and proposes strategies for different levels of the system (policy, teacher education institutions and schools), based on both international evidence and practices identified in the study. The report can therefore act as a resource for policy makers, teacher educators, educational leaders, teachers and the research community.
    DOI: 10.1787/cf74e549-en
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    Zusammen wachsen : Integration von Zuwanderern: Indikatoren 2018 (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264995833
    Language: German
    Pages: 1 Online-Ressource (300 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Settling In 2018: Indicators of Immigrant Integration
    Parallel Title: Parallele Sprachausgabe Trouver ses marques 2018 : Les indicateurs de l'intégration des immigrés
    Keywords: Education ; Employment ; Social Issues/Migration/Health
    Abstract: Diese Gemeinschaftspublikation von OECD und Europäischer Kommission bietet einen vergleichenden Überblick über die Integrationsergebnisse von Migranten und ihren Kindern in sämtlichen EU- und OECD-Ländern sowie ausgewählten G20-Ländern. Sie basiert auf 74 Indikatoren zu 3 Themenbereichen: Beschäftigung und Kompetenzen, Lebensbedingungen sowie bürgerschaftliches Engagement und soziale Integration. Detaillierte Daten zu den Merkmalen der Zuwandererbevölkerung und der Zuwandererhaushalte ermöglichen die bessere Einordnung dieses Vergleichs. In drei Sonderkapiteln geht es um geschlechtsspezifische Unterschiede bei der Integration der Zugewanderten, junge Menschen mit Migrationshintergrund und Drittstaatsangehörige in der Europäischen Union.
    DOI: 10.1787/150be71f-de
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  • 58
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    Sieben Fragen zur betrieblichen Ausbildung : Erkenntnisse aus internationalen Erfahrungen (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264842441 , 9789264783195 , 9789264573925
    Language: German
    Pages: 1 Online-Ressource (148 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Seven Questions about Apprenticeships: Answers from International Experience
    Parallel Title: Parallele Sprachausgabe L'apprentissage et l'alternance en sept questions : Leçons des expériences internationales
    Keywords: Education ; Employment
    Abstract: Nachdem betriebliche Ausbildungen und andere Formen des arbeitsplatzbasierten Lernens in vielen Ländern eine gewisse Zeit relativ vernachlässigt worden sind, gewinnen sie nun wieder an Bedeutung. Dabei wird zunehmend gewürdigt, dass sie nicht nur den Übergang von der Schule ins Erwerbsleben erleichtern, sondern auch für die Wirtschaft von Nutzen sind. Es ist allerdings nach wie vor eine große Herausforderung, Auszubildende, Ausbildungsbetriebe, Sozialpartner sowie Bildungs- und Ausbildungssysteme in das arbeitsplatzbasierte Lernen einzubinden. Vor diesem Hintergrund enthält Sieben Fragen zur betrieblichen Ausbildung Anregungen zur Ausgestaltung und Umsetzung hochwertiger betrieblicher Ausbildungen unter Verwendung von Material aus dem OECD-Projekt Lernen am Arbeitsplatz in der beruflichen Bildung. Dieser Bericht liefert Antworten auf sieben Fragen, die sich die einzelnen Länder und Politikverantwortlichen häufig stellen, wenn es darum geht, Ausbildungssysteme für junge Menschen und/oder ältere Arbeitskräfte einzuführen oder zu reformieren. Können betriebliche Ausbildungen in jedem Land einen sinnvollen Beitrag leisten? Sollten Unternehmen finanzielle Ausbildungsanreize erhalten? Wie sieht eine angemessene Ausbildungsvergütung aus und wie lange sollte eine betriebliche Ausbildung dauern? Wie lassen sich gute Lernerfahrungen im Betrieb gewährleisten? Wie kann die betriebliche Ausbildung auf förderungsbedürftige junge Menschen ausgerichtet werden? Und wie kann das Interesse potenzieller Auszubildender geweckt werden? Ausgehend von neuen Analysen und konkreten Beispielen aus der ganzen Welt stellt diese Studie Grundregeln für ein erfolgreiches Praxishandeln vor.
    DOI: 10.1787/91b219e2-de
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    Weltklasse: Schule für das 21. Jahrhundert gestalten (2019)
    Paris : OECD Publishing ;
    Details
    ISBN: 9783763960231
    Language: German
    Pages: 1 Online-Ressource (357 p.) , 17 x 24cm.
    Parallel Title: Parallele Sprachausgabe Quelle école pour demain ? : Bâtir un système scolaire pour le XXIe siècle
    Parallel Title: Parallele Sprachausgabe Primera Clase : Cómo construir una escuela de calidad para el siglo XXI
    Parallel Title: Parallele Sprachausgabe World Class: How to Build a 21st-Century School System
    Parallel Title: Parallele Sprachausgabe Primeira Classe: Como construir uma escola de qualidade para o século XXI
    Keywords: Education
    Abstract: In einer Welt, in der das, was einfach unterrichtet und abgefragt werden kann, auch das ist, was sich einfach digitalisieren und automatisieren lässt, kommt es auf unser Vorstellungsvermögen, unsere Sensibilität und unser Verantwortungsbewusstsein an. Mit diesen Eigenschaften können wir die Chancen des 21. Jahrhunderts nutzen, um die Welt zum Besseren zu verändern. Die Schulen von morgen werden den Schülerinnen und Schülern helfen müssen, selbstständig zu denken und anderen mit Empathie zu begegnen – im Arbeitsleben und als mündige Bürger. Dazu gehört es auch, ein ausgeprägtes Rechtsbewusstsein und Verständnis für die Bedürfnisse anderer Menschen zu entwickeln. Wie können die Schulen das gewährleisten? Andreas Schleicher, Initiator der Internationalen Schulleistungsstudie PISA der OECD und weltweit anerkannte Autorität in Sachen Bildungspolitik, hat Bildungsverantwortliche aus über 70 Ländern bei der Gestaltung und Umsetzung zukunftsweisender bildungspolitischer Maßnahmen begleitet. Die Bildung zu verbessern, ist leichter gesagt als getan. Schleicher zeigt in diesem Buch zahlreiche Erfolgsbeispiele auf, aus denen wir lernen können. Dabei geht es nicht darum, vorgefertigte Lösungen aus anderen Schulen bzw. Ländern zu übernehmen. Ziel ist vielmehr die ernsthafte und unvoreingenommene Auseinandersetzung mit empfehlenswerten Praktiken aus dem In- und Ausland, um herauszufinden, was unter welchen Bedingungen funktioniert. Von Haus aus Physiker, wirft Schleicher einen ganz eigenen Blick auf die Reform der Bildung: Sie ist für ihn Kunst und Wissenschaft gleichermaßen, wie er überzeugend darlegt.
    DOI: 10.1787/9783763960231-de
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  • 60
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    Individuelle Weiterbildungskonten : Allheilmittel oder Büchse der Pandora? (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264799752 , 9789264887565 , 9789264632080
    Language: German
    Pages: 1 Online-Ressource (60 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Individual Learning Accounts: Panacea or Pandora's Box?
    Keywords: Education ; Employment
    Abstract: In einer Zeit, in der strukturelle Veränderungen Umschulungen und Höherqualifizierungen notwendig machen, steht die Weiterbildungspolitik aufgrund der in vielen Ländern beobachteten Zunahme atypischer Beschäftigungsformen und der stärkeren Fragmentierung beruflicher Laufbahnen vor neuen Herausforderungen. Individuelle Weiterbildungskonten stoßen bei den Politikverantwortlichen derzeit erneut auf Interesse, da sie die Möglichkeit bieten, Weiterbildungsansprüche von einem Arbeitsplatz oder Erwerbsstatus auf einen anderen zu übertragen. Dieser Bericht untersucht frühere und bestehende individuelle Weiterbildungskonten und andere individuelle Programme zur Finanzierung weiterführenden Lernens und stützt sich dabei auf die vorhandene Fachliteratur sowie auf sechs neue Fallstudien, die von der OECD in Auftrag gegeben wurden: das oberösterreichische Bildungskonto, das französische Compte Personnel de Formation, die schottischen Individual Learning Accounts/Individual Training Accounts, der singapurische SkillsFuture Credit, die toskanische Carta ILA und die Individual Training Accounts in Michigan und Washington in den Vereinigten Staaten. Der Bericht beschreibt die mit diesen Programmen gemachten Erfahrungen, benennt ihre Vor- und Nachteile sowie die wichtigsten Zielkonflikte und Fragen, die es bei der Konzeption eines erfolgreichen Programms zu beachten gilt, insbesondere Zielgruppenorientierung, Finanzierung, Beteiligung unterrepräsentierter Gruppen und Qualität.
    DOI: 10.1787/76a2abf3-de
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    Individual Learning Accounts : Panacea or Pandora's Box? (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264332485 , 9789264497627 , 9789264842342
    Language: English
    Pages: 1 Online-Ressource (60 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Individuelle Weiterbildungskonten: Allheilmittel oder Büchse der Pandora?
    Parallel Title: Erscheint auch als Individual learning accounts
    Keywords: Weiterbildung ; OECD-Staaten ; Education ; Employment
    Abstract: A rise in non-standard work in many countries and an increased fragmentation of worker careers have created new challenges for training policies at a time when structural transformation is creating a need for both re- and up-skilling. Individual learning accounts have received renewed attention from policy makers, due to their ability to make training rights “portable” from one job or employment status to another. This report examines past and existing individual learning accounts and other individual schemes to finance training, based on a review of the existing literature as well as six new case studies commissioned by the OECD: The Upper Austrian Bildungskonto, the French Compte Personnel de Formation, the Scottish Individual Learning Accounts/Individual Training Accounts, the Singapore SkillsFuture Credit, the Tuscan Carta ILA, and the Individual Training Accounts in Michigan and Washington in the United States. The report takes stock of these experiences and identifies the advantages and disadvantages of such schemes, as well as the key trade-offs and questions to consider in designing a successful scheme, including targeting, funding, participation of under-represented groups and quality issues.
    DOI: 10.1787/203b21a8-en
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    Good Practice for Good Jobs in Early Childhood Education and Care (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264948716 , 9789264800380 , 9789264941083
    Language: English
    Pages: 1 Online-Ressource (53 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Gute Strategien für gute Berufe in der frühen Bildung
    Parallel Title: Erscheint auch als Good practice for good jobs in early childhood education and care
    Keywords: Sozialberufe ; Frühkindliche Bildung ; Kinderbetreuung ; Qualifikation ; OECD-Staaten ; Education ; Employment ; Social Issues/Migration/Health ; OECD ; Kleinkinderziehung ; Kinderbetreuung ; Sozialberuf ; Qualifikation
    Abstract: Recruiting and retaining skilled staff is a long-standing challenge for the early childhood education and care (ECEC) sector. OECD countries are increasingly demanding that ECEC staff be highly skilled and highly qualified, but a combination of low wages, a lack of status and public recognition, poor working conditions, and limited opportunities for professional development mean that recruitment and retention are frequently difficult. What can countries do to build a highly qualified and well-trained ECEC workforce? What is the best route to increasing staff skills without exacerbating staff shortages? How can countries boost pay and working conditions in the context of limited resources? Building on past OECD work on early childhood education and care, and drawing on the experience of OECD countries, this report outlines good practice policy measures for improving jobs in ECEC and for constructing a high-quality workforce.
    DOI: 10.1787/64562be6-en
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    OECD Skills Strategy 2019 : Skills to Shape a Better Future (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264313835 , 9789264613645 , 9789264546431
    Language: English
    Pages: 1 Online-Ressource (228 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Stratégie 2019 de l'OCDE sur les compétences : Des compétences pour construire un avenir meilleur
    Parallel Title: Parallele Sprachausgabe Estrategia de Competencias de la OCDE 2019 : Competencias para construir un futuro mejor
    Parallel Title: Erscheint auch als OECD OECD skills strategy 2019
    Keywords: Bildungspolitik ; Qualifikation ; Erwachsenenbildung ; OECD-Staaten ; Education ; Employment ; Economics
    Abstract: The OECD Skills Strategy provides a strategic and comprehensive approach for ensuring that people and countries have the skills to thrive in a complex, interconnected and rapidly changing world. The updated 2019 OECD Skills Strategy takes account of the lessons learned from applying the original skills strategy in 11 countries since 2012, while also incorporating new OECD evidence about the skills implications of megatrends, such as globalisation, digitalisation, population ageing, and migration. The Strategy also incorporates new learning from across the OECD about skills policies that work in these three broad components: developing relevant skills over the life course, using skills effectively in work and society, and strengthening the governance of skills systems.
    DOI: 10.1787/9789264313835-en
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    Curriculum alignment and progression between early childhood education and care and primary school : A brief review and case studies (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (91 p.)
    Series Statement: OECD Education Working Papers no.193
    Keywords: Education
    Abstract: Curriculum plays an important role in ensuring continuity and progression from early childhood education and care (ECEC) to primary education. The alignment of curricula and standards across these settings shapes children’s early experiences with education systems, with implications for children’s relationships and engagement in both ECEC and primary school, as well as longer-term learning and well-being outcomes. Governments can achieve curricular continuity in various ways, ranging from high-level alignment of goals across multiple curriculum documents to full integration of the curriculum into a single document that covers both ECEC and primary school. The broader contexts of education systems, such as organisation and governance, the training of staff and teachers who work in these settings, matter for curricular continuity – and an integrated curriculum alone does not guarantee a continuous experience for children. International data and in-depth case studies from seven jurisdictions (Japan, Luxembourg, New Jersey [United States], New Zealand, Norway, Scotland [United Kingdom] and Victoria [Australia]) provide insights to these different approaches to curricular alignment.
    DOI: 10.1787/d2821a65-en
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    How is students’ motivation related to their performance and anxiety? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.92
    Parallel Title: Parallele Sprachausgabe Quel lien entre la motivation des élèves, leur performance et leur anxiété ?
    Keywords: Education
    Abstract: PISA has extensively measured student achievement for over 15 years. But cognitive performance is only one aspect of success at school; another is general well-being. The PISA 2015 questionnaire included a comprehensive section on student well-being designed to understand students’ mental health, satisfaction with life, aspirations and socialisation. This PISA in Focus examines two of these aspects: motivation and anxiety.
    DOI: 10.1787/d7c28431-en
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    Policy approaches to integration of newly arrived immigrant children in schools : The case of the Netherlands (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (49 p.)
    Series Statement: OECD Education Working Papers no.206
    Keywords: Education ; Netherlands
    Abstract: This research paper has the objective of providing a comprehensive overview of Dutch education policy approaches to the integration of children with a migration background, with a particular focus on those who have recently arrived in the country. After mapping the current population characteristics of children with a migration background and their educational performance and socio-emotional well-being, the research paper summarises the Dutch education system and the opportunities it provides for newcomer children. The remainder of the paper focuses on three key policy issues that are crucial for promoting the academic and social resilience of children with a migration background: promoting social cohesion and multiculturalism in schools, capacity building in the education system and language acquisition for newcomers. The paper concludes with pointers for the short and long-term policy debates to enhance the successful integration of students with a migration background in the education system as well as the wider society.
    DOI: 10.1787/f19de900-en
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    Leadership for quality early childhood education and care (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (31 p.)
    Series Statement: OECD Education Working Papers no.211
    Keywords: Education
    Abstract: This literature review examines the research on early childhood education and care (ECEC) leadership and how leaders impact process quality in ECEC settings. Process quality refers to interactions and relationships between and among children and ECEC staff, and is a strong predictor of children’s learning, development and well-being. Research suggests that leadership plays a central role in improving and sustaining process quality in ECEC settings. This literature review presents findings about: 1) the functions, roles and structures of leadership in ECEC settings, 2) factors that may support or hinder leadership and its effectiveness, 3) working conditions and professional development for staff, and 4) how these factors might impact process quality. The results suggest that supports for ECEC leadership may be needed to strengthen areas such as leadership recruitment, preparation and professional development, credentialing and compensation, job design and further research.
    DOI: 10.1787/6e563bae-en
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    Learning in rural schools : Insights from PISA, TALIS and the literature (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (77 p.)
    Series Statement: OECD Education Working Papers no.196
    Keywords: Education
    Abstract: Based on a review of previous research, the paper describes the distinctive characteristics of rural areas and communities and the factors typically associated with shaping students’ learning experience in rural contexts. Data from the OECD Programme for International Student Assessment (PISA) 2015 and the Teaching and Learning International Survey (TALIS) 2013 are analysed to examine differences in learning outcomes and education expectations between rural and urban students and to assess the extent to which challenges and opportunities in the provision of rural education are commonplace across OECD member and partner countries. To our surprise, some of the perceived challenges of providing rural education, such as an inadequate infrastructure or a lack of quality teachers, are far from universal. Rural-urban gaps in academic performance generally disappear after accounting for socio-economic status and rural students are less likely to expect completing a university degree than city students, but this gap in expectations persists even when rural students have a similar socio economic status, on average across OECD countries. This highlights the importance of raising aspirations and creating opportunities for rural students. The paper concludes with ideas for policy and country experiences that governments may consider to ensure high quality learning for students in rural contexts.
    DOI: 10.1787/8b1a5cb9-en
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    Impacts of technology use on children : Exploring literature on the brain, cognition and well-being (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (45 p.)
    Series Statement: OECD Education Working Papers no.195
    Keywords: Education ; Science and Technology
    Abstract: Children in the 21st century are avid users of technology - more so than generations past. This rise in use has led to much attention on the consequences of technology use, and how this impacts children’s brains and their socio-emotional, cognitive and physical development. Much of the research in these fields, especially brain-based research, is in its infancy. Furthermore, it often shows very small correlations between technology use and child outcomes; whether technology causes these outcomes is unclear, and small effect sizes bring questions about real-life implications for children. Despite these issues, policy-makers in various countries have set guidelines for technology use in children, which are often restriction-focused. This paper explores some of the literature on the effects of technology use on children in terms of their brain, cognitive, socio-emotional and physical development, and summarises what is clearly demonstrated in the literature. It also highlights where more quality research is needed to better understand the impact of technology on children, and support the development of effective, evidence-based guidelines.
    DOI: 10.1787/8296464e-en
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    L’innovation chez les enseignants et dans les établissements scolaires : Nouvelles données issues de l’Enquête TALIS 2018 (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: L'enseignement à la loupe no.26
    Parallel Title: Parallele Sprachausgabe How teachers and schools innovate: New measures in TALIS 2018
    Keywords: Education
    Abstract: L’Enquête TALIS vise à mesurer deux aspects majeurs : la mesure dans laquelle l’innovation est mise en œuvre dans les environnements d’apprentissage et les conditions propices à l’innovation en classe et dans les établissements scolaires. Le premier de ces aspects est étudié à partir des déclarations des enseignants concernant leur fréquence d’utilisation de pratiques pédagogiques spécifiques en vue d’aider leurs élèves à acquérir des compétences transversales et à exercer leur pensée critique. L’examen du deuxième s’appuie sur les indicateurs relatifs au degré d’ouverture à l’innovation des enseignants et des établissements ainsi qu’au besoin en matière de perfectionnement professionnel et à la participation à ce type d’activités qui permettent aux enseignants d’utiliser des pratiques innovantes dans le cadre professionnel. Les informations relatives à ces deux domaines seront précieuses pour enrichir l’élaboration de politiques fondées sur des données probantes afin de renforcer la capacité des enseignants à répondre aux exigences de l’apprentissage du XXIe siècle.
    DOI: 10.1787/abd47f90-fr
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  • 71
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    Les parents de jeunes de 15 ans connaissent-ils les camarades d’école de leur enfant et leurs parents ? (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA à la loupe no.98
    Parallel Title: Parallele Sprachausgabe Do parents of 15-year-olds know many of their child’s school friends and their parents?
    Keywords: Education
    Abstract: Les parents tissent souvent des relations enrichissantes avec les enseignants, les élèves et d’autres parents d’élèves dans les établissements scolaires de leur enfant. Ils peuvent ainsi nouer de nouvelles amitiés et contribuer au parcours scolaire de leur enfant, mais peuvent surtout contribuer indirectement à un environnement favorable dans l’établissement, en édifiant des normes de comportement plus strictes, en communiquant des informations importantes, en favorisant la confiance et en créant des passerelles entre l’établissement et la collectivité dans son ensemble. Lors de l’enquête PISA, il a été demandé aux parents des dix-huit pays et économies ayant administré le questionnaire « Parents » d’indiquer le nombre de camarades de leur enfant dont ils connaissent le nom et le nombre de parents de ces camarades qu’ils connaissent. Dans les établissements dans lesquels les parents connaissent les camarades de leur enfant et leur famille, les élèves sont davantage susceptibles de perfectionner leurs compétences, d’améliorer leurs attitudes en matière de collaboration et de se sentir plus heureux et plus en sécurité à l’école.
    DOI: 10.1787/df00852d-fr
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  • 72
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    Investing in the skills of adult immigrants (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Adult Skills in Focus no.11
    Parallel Title: Parallele Sprachausgabe Investissements en faveur des compétences de la population adulte immigrée
    Keywords: Education
    Abstract: Lifelong learning is especially important for immigrants, who are often at a disadvantage in terms of the languages and skills that are valued in the labour market of their host country. Yet foreign-born adults are less likely to participate in training than native-born ones, and face higher financial and non-financial barriers to training. Policy efforts should focus not only on providing more training opportunities, but also on removing barriers to participation.
    DOI: 10.1787/79990b8c-en
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  • 73
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    Quels liens entre les politiques de libre choix des établissements et la mixité sociale à l’école ? (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA à la loupe no.96
    Parallel Title: Parallele Sprachausgabe How are school-choice policies related to social diversity in schools?
    Keywords: Education
    Abstract: Dans la quasi-totalité des systèmes scolaires, l’affectation des élèves dans les établissements d’enseignement publics se fait, au moins en partie, sur la base de leur lieu de résidence. Les élèves se voient ainsi en général affectés dans l’établissement d’enseignement le plus proche de leur domicile. L’objectif principal pourrait être d’éviter aux élèves des trajets longs et coûteux entre leur maison et l’école. Toutefois, ces dernières décennies, de nombreux pays ont adopté des réformes élargissant les possibilités de choix d’établissement à disposition des familles en assouplissant le lien entre lieu de résidence et affectation scolaire. Quel est l’impact de ces réformes sur la composition sociale des établissements d’enseignement ?
    DOI: 10.1787/943456f0-fr
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  • 74
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    A healthy mind in a healthy body (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (12 p.)
    Series Statement: Trends Shaping Education Spotlights no.17
    Keywords: Education
    Abstract: Good health is a benefit in many domains, such as work, studies or social relationships. Fostering a sound knowledge on healthy habits and the implications of risk-taking behaviours is a key to shaping societies with healthier lifestyles.
    DOI: 10.1787/eb25b810-en
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  • 75
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    How teachers and schools innovate : New measures in TALIS 2018 (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Teaching in Focus no.26
    Parallel Title: Parallele Sprachausgabe L’innovation chez les enseignants et dans les établissements scolaires : Nouvelles données issues de l’Enquête TALIS 2018
    Keywords: Education
    Abstract: TALIS aims to measure two points of interest: the degree to which innovation is implemented in learning environments, and the conditions for innovation in schools and classrooms. The former is examined through teachers’ self-reports of how often they use specific practices in their teaching to help students build cross-curricular skills and think critically. Conditions for innovation are examined through indicators on how open teachers and schools are to innovation, as well as the need and participation in professional development activities that enable teachers to use innovative practices in their work. Information on both of these areas will be valuable to feed into evidence-based policy making for building teacher capacity to meet the demands of 21st century learning.
    DOI: 10.1787/71101b69-en
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  • 76
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    Sélection et développement professionnel des enseignants : Que nous apprennent les pays très performants ? (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA à la loupe no.70
    Parallel Title: Parallele Sprachausgabe What do we know about teachers’ selection and professional development in high-performing countries?
    Keywords: Education
    Abstract: Les pays très performants utilisent différents mécanismes pour la sélection des meilleurs candidats à la profession d’enseignant. En Finlande, à Hong-Kong (Chine), à Macao (Chine) et au Taipei chinois, les étudiants souhaitant suivre une formation d’enseignant doivent au préalable passer un concours d’entrée. Au Japon, à l’issue de leur formation initiale d’enseignant, les diplômés doivent passer un concours d’habilitation à la pratique de l’enseignement, tandis qu’à Singapour, ils doivent réussir une période probatoire. Ces conditions se retrouvent néanmoins également dans certains pays peu performants, ce qui semble indiquer qu’une sélection précoce, même si elle joue un rôle important, ne suffit pas à garantir la qualité du corps enseignant. Dans les pays de l’OCDE, il existe une relation positive, bien que modérée, entre le pourcentage d’enseignants pleinement certifiés et la performance des élèves aux épreuves PISA. Dans les pays dont la performance en sciences est supérieure à la moyenne de l’OCDE, au moins 80 % des élèves sont scolarisés dans des établissements où les enseignants coopèrent ou ont accès à des formations dispensées par des spécialistes ou à des ateliers sur leur lieu de travail. Ce pourcentage est en moyenne supérieur à celui observé dans les autres pays.
    DOI: 10.1787/ce48d272-fr
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  • 77
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    Niveau de formation et résultats sur le marché du travail : Comment se situent les adultes nés à l’étranger par rapport à leurs pairs nés dans le pays ? (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Les indicateurs de l'éducation à la loupe no.65
    Parallel Title: Parallele Sprachausgabe How do the educational attainment and labour market outcomes of foreign-born adults compare to their native-born peers?
    Keywords: Education
    Abstract: Dans tous les pays de l’OCDE, les adultes migrants forment un groupe hétérogène, aux profils et niveaux de formation variés. Même lorsqu’ils sont diplômés de l’enseignement tertiaire, ils sont plus susceptibles d’avoir de moins bons résultats sur le marché du travail, notamment des revenus plus faibles. La participation au marché du travail est plus difficile pour les adultes nés à l’étranger arrivés plus âgés dans leur pays d’accueil et ayant acquis leurs qualifications dans un autre pays. Il est important pour les pays d’accueil de concevoir et de mettre en oeuvre des politiques qui aideront les immigrés à améliorer leurs chances sur le marché du travail, au bénéfice des individus comme du pays dans son ensemble.
    DOI: 10.1787/b952a74a-fr
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  • 78
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    Why does the Sustainable Development Goal on Education (SDG 4) matter for OECD countries? (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (7 p.)
    Series Statement: Education Indicators in Focus no.67
    Parallel Title: Parallele Sprachausgabe L’importance de l’Objectif de développement durable relatif à l’éducation (ODD 4) pour les pays de l’OCDE
    Keywords: Education
    Abstract: The Sustainable Development Agenda is a universal and ambitious agenda that challenges every single country in the world to achieve the Sustainable Development Goals by 2030 – and this is why it matters for OECD countries. In this context, Sustainable Development Goal 4 sheds light on education policy issues which were not traditionally included in the international development agenda and which remain highly relevant for OECD member and partner countries. In particular, Sustainable Development Goal 4 stresses the importance of providing equitable access to education and lifelong learning opportunities that lead to effective learning outcomes. It also emphasises the need to adapt the content of education to include relevant topics such as human rights and gender equality. The challenge, however, remains to collect quality and comparable data to monitor the wide range of Sustainable Development Goal 4 indicators. With the 2030 deadline in view, OECD countries can play an important role in pushing strongly for the collection of more and better quality data and developing the methodologies to assess education systems in OECD countries and beyond.
    DOI: 10.1787/cdc2482b-en
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  • 79
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    Using process data to understand adults’ problem-solving behaviour in the Programme for the International Assessment of Adult Competencies (PIAAC) : Identifying generalised patterns across multiple tasks with sequence mining (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (50 p.)
    Series Statement: OECD Education Working Papers no.205
    Keywords: Education
    Abstract: The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), used computers as the main assessment deliver platform. This enabled the Programme to collect data not only on whether respondents were able to solve specific tasks, but also on how they approached the problems at hand and how much time they spent on them. This paper draws on this information to characterise individuals’ problem-solving strategies using the longest common subsequence (LCS) method, a sequence-mining technique commonly used in natural language processing and biostatistics. The LCS is used to compare the action sequences followed by PIAAC respondents to a set of “optimal” predefined sequences identified by test developers and subject matter experts. This approach allows studying problem-solving behaviours across multiple assessment items.
    DOI: 10.1787/650918f2-en
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  • 80
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    How teachers update their teaching skills to cope with the rapidly changing world (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Teaching in Focus no.28
    Parallel Title: Parallele Sprachausgabe Comment les enseignants maintiennent-ils leurs compétences pédagogiques à jour face à monde en rapide mutation?
    Keywords: Education
    Abstract: Continuous professional development (CPD) is crucial for teacher’s professionalism, and affects teaching practices in the classroom. In addition, teachers’ self-efficacy and job satisfaction are higher when professional development has a positive impact on their work. Lifting barriers to participation in professional development by providing incentives and support structures, such as allocated time, as well as offering relevant professional development opportunities that meet teachers’ needs, are crucial for making CPD accessible and purposeful for teachers. Education systems could also build on effective forms of professional development, such as active learning and collaborative approaches, to improve the overall quality of professional development offered to the teaching workforce. These efforts can help teachers become lifelong learners and grow in their profession.
    DOI: 10.1787/282b9edd-en
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  • 81
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    Quel type de professions scientifiques les garçons et les filles de 15 ans envisagent-ils d’exercer ? (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA à la loupe no.69
    Parallel Title: Parallele Sprachausgabe What kind of careers in science do 15-year-old boys and girls expect for themselves?
    Keywords: Education
    Abstract: En moyenne, dans les pays de l’OCDE, près d’un élève sur quatre – garçons et filles confondus – envisage d’exercer une profession nécessitant de suivre une formation plus poussée en sciences après la scolarité obligatoire. Ce numéro de PISA à la loupe examine les différents types de carrières scientifiques envisagées par les jeunes de quinze ans.
    DOI: 10.1787/a612bcd1-fr
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  • 82
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    OECD Observer Roundtable on Finland (2019)
    Paris : OECD Publishing
    In:  OECD Observer
    Details
    Language: English
    Titel der Quelle: OECD Observer
    Keywords: Education ; Environment ; Governance ; Social Issues/Migration/Health ; Economics ; Finland
    DOI: 10.1787/9c798742-en
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  • 83
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    The secret to Finnish education: Trust (2019)
    Paris : OECD Publishing
    In:  OECD Observer
    Details
    Language: English
    Titel der Quelle: OECD Observer
    Keywords: Education ; Economics ; Finland
    DOI: 10.1787/e83bbb41-en
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  • 84
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    L’expérimentation sociale en Finlande (2019)
    Paris : OECD Publishing
    In:  L'Observateur de l'OCDE
    Details
    Language: French
    Pages: 1 Online-Ressource (4 p.)
    Parallel Title: Parallele Sprachausgabe Experimental Finland
    Titel der Quelle: L'Observateur de l'OCDE
    Keywords: Education ; Governance ; Science and Technology ; Economics ; Finland
    DOI: 10.1787/25c99df3-fr
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  • 85
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    Fostering students' creativity and critical thinking : what it means in school (2019)
    Paris : OECD
    Details
    ISBN: 9789264684003
    Language: English
    Pages: 1 Online-Ressource (356 Seiten) , Illustrationen
    Series Statement: Educational research and innovation
    Parallel Title: Erscheint auch als Vincent-Lancrin, Stéphan Fostering students' creativity and critical thinking
    Keywords: Unterricht ; Lernmethode ; Lernpsychologie ; Schüler ; Kreativität ; OECD-Staaten ; Education ; Science and Technology
    Abstract: Creativity and critical thinking are key skills for complex, globalised and increasingly digitalised economies and societies. While teachers and education policy makers consider creativity and critical thinking as important learning goals, it is still unclear to many what it means to develop these skills in a school setting. To make it more visible and tangible to practitioners, the OECD worked with networks of schools and teachers in 11 countries to develop and trial a set of pedagogical resources that exemplify what it means to teach, learn and make progress in creativity and critical thinking in primary and secondary education. Through a portfolio of rubrics and examples of lesson plans, teachers in the field gave feedback, implemented the proposed teaching strategies and documented their work. Instruments to monitor the effectiveness of the intervention in a validation study were also developed and tested, supplementing the insights on the effects of the intervention in the field provided by the team co-ordinators. What are the key elements of creativity and critical thinking? What pedagogical strategies and approaches can teachers adopt to foster them? How can school leaders support teachers' professional learning? To what extent did teachers participating in the project change their teaching methods? How can we know whether it works and for whom? These are some of the questions addressed in this book, which reports on the outputs and lessons of this international project.
    DOI: 10.1787/62212c37-en
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  • 86
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    Adult Learning in Italy : What Role for Training Funds ? (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264150065 , 9789264311978 , 9789264537385
    Language: English
    Pages: 1 Online-Ressource (120 p.) , 21 x 28cm.
    Series Statement: Getting Skills Right
    Parallel Title: Erscheint auch als Adult learning in Italy
    Keywords: Erwachsenenbildung ; Bildungsfinanzierung ; Italien ; Education ; Employment ; Social Issues/Migration/Health ; Italy ; Italien ; Erwachsenenbildung ; Bildungsfinanzierung
    Abstract: While Italy has made major progress in the past decade to up-skill its population and workers, further efforts are needed to improve access to good quality adult learning opportunities. Training funds represent one important tool through which Italy could face the pressures brought about by the mega-trends, and equip adults and workers with the skills needed to thrive in the labour market and society. This report analyses how training funds are designed, used, and monitored, and provides actionable policy recommendations to ensure that they are put to their most effective use.
    DOI: 10.1787/9789264311978-en
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  • 87
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    Where all students can succeed (2019)
    Paris : OECD
    Details
    ISBN: 9789264642683 , 9789264832350 , 9789264474901
    Language: English
    Pages: 1 Online-Ressource (373 Seiten) , Illustrationen
    Series Statement: PISA 2018 results volume 2
    Series Statement: PISA
    Series Statement: PISA 2018 results
    Parallel Title: Erscheint auch als PISA 2018 results ; volume 2: Where all students can succeed
    Keywords: Education ; Social Issues/Migration/Health
    Abstract: The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries. This is one of six volumes that present the results of the PISA 2018 survey, the seventh round of the triennial assessment. Volume II, examines gender differences in student performance, and the links between students’ socio-economic status and immigrant background, on the one hand, and student performance and well-being, on the other.
    DOI: 10.1787/b5fd1b8f-en
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  • 88
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    OECD skills strategy Poland : assessment and recommendations (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264639010 , 9789264908208 , 9789264980891
    Language: English
    Pages: 1 Online-Ressource (211 Seiten) , Illustrationen
    Series Statement: OECD Skills Studies
    Parallel Title: Erscheint auch als OECD OECD skills strategy Poland
    Keywords: Bildungspolitik ; Qualifikation ; Erwachsenenbildung ; Polen ; Education ; Employment ; Poland
    Abstract: Skills are the key to shaping a better future. Skills are central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as globalisation, technological advance and demographic change are reshaping work and society, generating a growing demand for higher levels of skills, as well as new sets of skills. OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries’ skills challenges and opportunities, and build more effective skills systems. The OECD works collaboratively with countries to develop policy responses that are tailored to each country’s specific skills needs. The foundation of this approach is the OECD Skills Strategy framework, which allows for an exploration of what countries can do better to i) develop relevant skills over the life course, ii) use skills effectively in work and in society, and iii) strengthen the governance of the skills system. This report, OECD Skills Strategy Poland: Assessment and Recommendations, identifies opportunities and recommends actions to make the education system more reponsive to labour market needs, foster participation in adult learning, increase the use of skills in workplaces and strengthen the governance of the skills system in Poland.
    DOI: 10.1787/b377fbcc-en
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  • 89
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    El futuro de la educación superior en México : Fortalecimiento de la calidad y la equidad (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264446106 , 9789264807808 , 9789264558045
    Language: Spanish
    Pages: 1 Online-Ressource (180 p.) , 21 x 28cm.
    Series Statement: Revisión de Políticas Nacionales de Educación
    Parallel Title: Parallele Sprachausgabe The Future of Mexican Higher Education: Promoting Quality and Equity
    Keywords: Education ; Mexico
    Abstract: Este estudio se realizó a solicitud de las autoridades mexicanas para revisar la política de educación superior en México como una contribución al nuevo gobierno que tomaría posesión de la administración nacional a partir del 1 de diciembre de 2018. Dicha revisión, efectuada por la secretaría de la Organización para la Cooperación y el Desarrollo Económicos (OCDE), en cooperación con tres peritos internacionales, hace un balance del estado del sector de la educación superior en México así como de las políticas públicas clave implementadas por los gobiernos federal y estatales. Dicho balance reporta los avances en la materia desde la última revisión realizada por la propia OCDE en el año 2008. La OCDE examina las estructuras administrativas nacionales y de cooperación para ofrecer guías al sistema de educación superior en aspectos como la relevancia de las estrategias nacionales existentes, el financiamiento público para las instituciones, la regulación y el aseguramiento externo de la calidad, la equidad social y la innovación de los modelos educativos. Las recomendaciones clave están relacionadas con necesidades como: determinar las responsabilidades sobre las políticas de educación superior y su gestión entre niveles de gobierno; desarrollar una interpretación más responsable de la autonomía universitaria; diseñar y aplicar mecanismos más transparentes y sostenibles del financiamiento público; fortalecer la regulación de la oferta educativa del sector privado al ampliar la cobertura del aseguramiento externo de la calidad en todo el sistema, así como mejorar las medidas públicas para apoyar la equidad (acceso y finalización exitosa). Con los resultados aquí expuestos se tiene el propósito de ofrecer información útil para el Plan Nacional de Desarrollo del nuevo gobierno y su Programa de Educación Sectorial correspondiente. Este informe complementa además otro proyecto más específico titulado Educación superior en México. Resultados y relevancia para el mercado laboral.
    DOI: 10.1787/005689e0-es
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  • 90
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    What school life means for students' lives (2019)
    Paris : OECD
    Details
    ISBN: 9789264879720 , 9789264816268 , 9789264562837
    Language: English
    Pages: 1 Online-Ressource (365 Seiten)
    Series Statement: PISA 2018 results volume 3
    Series Statement: PISA
    Series Statement: PISA 2018 results
    Parallel Title: Erscheint auch als PISA 2018 results ; volume 3: What school life means for students' lives
    Keywords: Schüler ; Wirkungsanalyse ; Lehrkräfte ; Eltern ; Wahrnehmung ; Zufriedenheit ; Lebensqualität ; Education
    Abstract: The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries. This is one of six volumes that present the results of the PISA 2018 survey, the seventh round of the triennial assessment. Volume III, What School Life Means for Students’ Lives, focuses on the physical and emotional health of students, the role of teachers and parents in shaping the school climate, and the social life at school. The volume also examines indicators of student well-being, and how these are related to the school climate.
    DOI: 10.1787/acd78851-en
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  • 91
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    Résultats de TALIS 2018 (Volume I) : Des enseignants et chefs d’établissement en formation à vie (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264923751 , 9789264715165 , 9789264444676
    Language: French
    Pages: 1 Online-Ressource (233 p.) , 21 x 28cm.
    Series Statement: TALIS
    Parallel Title: Parallele Sprachausgabe TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners
    Keywords: Education ; Social Issues/Migration/Health
    Abstract: Les enseignants consacrent-ils davantage de temps à l’enseignement et à l’apprentissage dans un cours type par rapport aux années précédentes? Se sentent-ils préparés à enseigner lorsqu’ils débutent dans le métier? À quel type de programmes de développement professionel continu participent-ils et quel en est l’impact sur leur pratique? Ce rapport examine tout d’abord comment les enseignants appliquent leurs connaissances et leurs compétences dans la classe sous forme de pratiques pédagogiques, et s’accompagne d’une analyse de la composition démographique de ces classes et du climat de l’établissement en vue de fournir un contexte sur les environnements d’apprentissage. Le volume étudie ensuite la manière dont les enseignants acquièrent leurs connaissances et leurs compétences au cours de leurs études et formation, ainsi que les moyens qu’ils prennent pour les développer par le biais du développement professionnel continu au cours de leur carrière. Ce rapport, qui s’appuie sur les voix des enseignants et des chefs d’établissement, offre une série d’orientations stratégiques visant à renforcer les connaissances et les compétences du corps enseignant à l’appui de sa professionnalisation. L’Enquête internationale sur l’enseignement et l’apprentissage de l’OCDE (TALIS) est la seule enquête de cette envergure qui interroge les enseignants et les chefs d’établissement sur leurs conditions de travail et leurs environnements d’apprentissage, et agit comme un baromètre de la profession tous les cinq ans. Les résultats du cycle 2018 explorent et examinent les diverses dimensions du professionnalisme de l’enseignant et du chef d’établissement dans les systèmes éducatifs.
    DOI: 10.1787/5bb21b3a-fr
    URL: lizenzpflichtig
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  • 92
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    Working and learning together : rethinking human resource policies for schools (2019)
    Paris : OECD
    Details
    ISBN: 9789264981966
    Language: English
    Pages: 1 Online-Ressource (353 Seiten) , Illustrationen
    Series Statement: OECD reviews of school resources
    Parallel Title: Erscheint auch als Working and learning together
    Keywords: Lehrkräfte ; Personalentwicklung ; Schule ; OECD-Staaten ; Education ; Governance
    Abstract: The staff working in schools are the most important resource for today’s education systems, both educationally and financially. This report aims to provide guidance for the design of human resource policies that strengthen, recognise and preserve the positive impact that teachers, school leaders and other school staff have on their students. It offers an in-depth analysis of how human resource policies can make the best use of available resources to create supportive working environments and build both individual and collective professional capacity in schools. This includes the design of entry requirements, career structures, salary schedules and working time arrangements to attract, retain and motivate high-quality staff; the effective and equitable matching of staff with schools through fair and transparent staff funding and recruitment; and informed investments in professional learning, from initial preparation to continuing development. Throughout its analysis, the report looks at implementation challenges and considers under which conditions human resource policy reforms are most likely to have the desired effects on schools and their staff. This report is the third in a series of thematic comparative reports bringing together findings from the OECD School Resources Review.
    DOI: 10.1787/b7aaf050-en
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  • 93
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    The Road to Integration : Education and Migration (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264569775 , 9789264984820 , 9789264499188
    Language: English
    Pages: 1 Online-Ressource (140 p.) , 21 x 28cm.
    Series Statement: OECD Reviews of Migrant Education
    Parallel Title: Erscheint auch als The road to integration
    RVK:
    DS 7400
    Keywords: Soziale Integration ; Arbeitsmarktintegration ; OECD-Staaten ; Education ; Social Issues/Migration/Health
    Abstract: Migration has been at the centre of policy debates across the OECD in recent years. This synthesis report identifies eight pillars of policy-making that the Strength through Diversity project has revealed to be crucial if education systems to effectively support newcomers. For each pillar, the report details a set of principles driving the design and implementation of system-level policies and school-level practices. The eight pillars are: 1. consider the heterogeneity of immigrant populations, 2. develop approaches to promote the overall well-being of immigrants, 3. address the unique needs of refugee students, 4. ensure that motivation translates into a key asset for immigrant communities, 5. organise resources to reduce the influence of socio-economic status on the outcomes of immigrants, 6. provide comprehensive language support, 7. build the capacity of teachers to deal with diversity, and 8. break down barriers to social cohesion while ensuring effective service delivery.
    DOI: 10.1787/d8ceec5d-en
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  • 94
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    Guide de l'OCDE pour l'établissement de statistiques internationalement comparables dans le domaine de l'éducation 2018 : Concepts, normes, définitions et classifications (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264312210 , 9789264312227 , 9789264305380
    Language: French
    Pages: 1 Online-Ressource (160 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe OECD Handbook for Internationally Comparative Education Statistics 2018: Concepts, Standards, Definitions and Classifications
    Keywords: Education
    Abstract: Depuis plus de vingt ans, l’OCDE développe et publie chaque année dans Regards sur l’Éducation une large gamme d’indicateurs comparatifs qui fournissent un aperçu du fonctionnement des systèmes éducatifs. Ces outils donnent accès à des informations essentielles sur la participation et le progrès par l’éducation, les ressources humaines et financières investies, et les retombées économiques et sociales liées au niveau de formation. Grâce à un ensemble harmonisé d’indicateurs et de définitions, ils donnent à chaque pays la possibilité de voir son système éducatif à la lumière des résultats, des pratiques et des ressources des autres pays. Les concepts, définitions, classifications et méthodologies, qui ont été élaborés pour guider les statistiques et les indicateurs, sont essentiels à la crédibilité et à la compréhension de ces comparaisons. Ce guide rassemble ces méthodologies en un seul volume de référence, fournissant un outil inestimable aux utilisateurs de Regards sur l’éducation. Ce faisant, le guide vise à faciliter une meilleure compréhension des statistiques et des indicateurs de l’OCDE et permet donc une plus grande efficacité d‘utilisation aux fins d’analyse politique. De la même manière, il constitue une référence facilement utilisable sur les conventions et les standards internationaux afin que d’autres acteurs puissent continuer la collecte et l’assimilation des données sur l’éducation. Cette édition est une mise à jour du Guide de l'OCDE pour l'établissement de statistiques internationalement comparables dans le domaine de l'éducation, publié en 2017.
    DOI: 10.1787/9789264305380-fr
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  • 95
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    Švietimas Lietuvoje, Šalių švietimo politikos apžvalgos (2019)
    Paris : OECD Publishing ;
    Details
    ISBN: 9789986036838
    Language: Lithuanian
    Pages: 1 Online-Ressource (190 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Education in Lithuania
    Keywords: Education ; Lithuania
    Abstract: Lietuva nuosekliai didina gyventojų dalyvavimą švietime – plečiamas dalyvavimas ankstyvajame ugdyme ir aukštajame moksle, pasiektas beveik visuotinis dalyvavimas bendrajame ugdyme. Tačiau siekiant didinti šalies ekonomines galimy-bes ir spręsti demografinius sunkumus, reikia užtikrinti geresnius šalies bendrojo ugdymo mokyklų ir aukštojo mokslo įstaigų veiklos rezultatus. Lietuva turi aiškiai apibrėžti ir padidinti lūkesčius dėl švietimo sistemos veiklos, numatyti išteklius šiems lūkesčiams įgyvendinti, pagerinti švietimo stebėseną ir švietimo kokybę, didinti institucijų galimybes siekti geresnių veiklos rezultatų. Veiklos gerinimo tikslas turi būti įgyvendinamas kiekviename švietimo sistemos lyg-menyje. Šioje apžvalgoje vertinamos Lietuvos švietimo politikos kryptys ir praktika, lyginant su geriausia švietimo praktika Ekonominio bendradarbiavimo ir plėtros organizacijos (EBPO) šalyse ir kitose regiono šalyse. Apžvalgoje aptariami šalies švietimo sistemos laimėjimai ir sunkumai, su kuriais susiduriama – nuo ankstyvojo ugdymo iki aukštojo mokslo. Apžvalgoje pateikiama rekomendacijų, kaip Lietuva galėtų gerinti kokybę ir užtikrinti didesnį teisingumą, kad būtų su-darytos sąlygos sparčiam, tvariam ir integraciniam augimui. Ši apžvalga bus naudinga Lietuvai ir kitoms šalims, kurios siekia gerinti savo švietimo sistemos kokybę, užtikrinti didesnį teisingumą ir didinti veiksmingumą.
    DOI: 10.1787/g2g9a83c-lt
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  • 96
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    Quelle école pour demain? : Bâtir un système scolaire pour le XXIe siècle (2019)
    Québec : Presses de l'Université du Québec
    Details
    ISBN: 9782760550636
    Language: French
    Pages: 1 Online-Ressource (XXVII, 311 Seiten)
    Parallel Title: Parallele Sprachausgabe Primera Clase : Cómo construir una escuela de calidad para el siglo XXI
    Parallel Title: Parallele Sprachausgabe World Class: How to Build a 21st-Century School System
    Parallel Title: Parallele Sprachausgabe Primeira Classe: Como construir uma escola de qualidade para o século XXI
    Parallel Title: Parallele Sprachausgabe Weltklasse: Schule für das 21. Jahrhundert gestalten
    Parallel Title: Erscheint auch als Schleicher, Andreas Quelle école pour demain?
    Keywords: Education
    Abstract: À une époque où ce qui est facile à enseigner et à évaluer est également facile à numériser et à automatiser, ce sont notre imagination, notre conscience et notre sens des responsabilités qui nous permettent de tirer profit des possibilités offertes par le xxie siècle pour façonner un monde meilleur. Demain, l’école devra encourager les élèves à penser par eux-mêmes et à aller à la rencontre des autres avec empathie, dans la sphère professionnelle comme dans la sphère citoyenne. Elle devra les aider à développer un sens aigu du bien et du mal et une sensibilité aux demandes d’autrui. Comment les établissements d’enseignement parviendront-ils à atteindre ces objectifs ? Andreas Schleicher a accompagné dans plus de 70 pays les responsables de ces questions dans leurs efforts pour concevoir et mettre en oeuvre des politiques et des pratiques tournées vers l’avenir. Alors que l’amélioration de l’éducation est bien plus facile à annoncer qu’à réaliser, il analyse de nombreuses réussites dont nous pouvons tirer des enseignements. Il ne s’agit pas de copier-coller les solutions adoptées par d’autres écoles ou d’autres pays, mais plutôt d’examiner de façon attentive et objective les bonnes pratiques afin de comprendre ce qui fonctionne et les circonstances de ces succès. Doté d’une formation en physique, l’auteur propose un point de vue unique sur la question de la réforme de l’éducation : il défend de manière convaincante l’idée qu’il faudrait appliquer une démarche plus scientifique à la réflexion éducative, sans pour autant la dénaturer. « Nul au monde n’en sait autant sur l’éducation qu’Andreas Schleicher. Point final. Pour la première fois, il a rassemblé dans le même ouvrage 20 années de savoir. La lecture de Quelle école pour demain ? devrait être obligatoire pour les décideurs, les responsables des politiques en éducation et quiconque souhaite savoir comment nos établissements d’enseignement peuvent s’adapter au monde moderne – et aider tous les enfants à apprendre à penser par eux-mêmes. » - Amanda Ripley, auteur de The Smartest Kids in the World, un bestseller du New York Times « [Schleicher] se saisit de toutes les questions-clés, et il le fait en restant attentif à la réalité du terrain et en élaborant des solutions en collaboration avec un grand nombre de dirigeants à tous les niveaux du système, et au sein de sociétés diverses. » - Michael Fullan, directeur du Global Leadership, New Pedagogies for Deep Learning « Tout leader visionnaire qui entend vraiment améliorer l’apprentissage des élèves devrait ajouter Quelle école pour demain ? Bâtir un système scolaire pour le XXIe siècle, fondé sur des données éclairantes, au premier rang de ses ouvrages à lire. » - Jeb Bush, 43e gouverneur de Floride, et fondateur et président de la Foundation for Excellence in Education « Un ouvrage incontournable pour ceux qui souhaitent créer un futur dans lequel les possibilités économiques pourront être partagées par tous. » - Klaus Schwab, fondateur et président exécutif du Forum économique mondial « Dans cet ouvrage avisé et tourné vers l’avenir, l’un des spécialistes de l’éducation les plus compétents au monde se fonde sur des données impressionnantes, des observations judicieuses et une grande sagesse pour indiquer les voies menant à une éducation performante pour tous les jeunes. » - Howard Gardner, directeur principal du Project Zero d’Harvard et auteur de Frames of Mind : The Theory of Multiple Intelligences
    Note: Literaturverzeichnis: Seite 307-311
    DOI: 10.1787/d35dc7b5-fr
    URL: lizenzpflichtig
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  • 97
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    Supporting and guiding novice teachers : Evidence from TALIS 2018 (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Teaching in Focus no.29
    Parallel Title: Parallele Sprachausgabe Enseignants débutants : Comment les soutenir et les orienter? : Données tirées de l’Enquête TALIS 2018
    Keywords: Education
    Abstract: Novice teachers bring new energy and ideas to schools and classrooms that could improve the learning environment of students, if harnessed correctly. At the same time, novice teachers are, by definition, inexperienced in some aspects concerning classroom practices and schoolwork. As is the case for any other profession, novice teachers need time, support and guidance to improve their skills and adapt to the tasks they are confronted with on a regular basis. Thus, providing novice teachers with adequate support in their initial years is a key challenge of developing teaching as a profession.
    DOI: 10.1787/fe6c9c0c-en
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  • 98
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    New insights on teaching and learning : Contributions from TALIS 2018 (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Teaching in Focus no.27
    Parallel Title: Parallele Sprachausgabe Nouvelles perspectives sur l'enseignement et l'apprentissage : Contributions de l'Enquête TALIS 2018
    Keywords: Education
    Abstract: TALIS has been conducted every five years since 2008, with TALIS 2018 being the third cycle. The study has given teachers and school leaders the opportunity to voice their opinions on their working conditions, learning environments and practices. The perspective of teachers and school leaders is vital for education systems to understand what is taking place in their schools and classrooms, and to guide the development of policy. This Teaching in Focus brief introduces the research scope and design of TALIS 2018. It also describes the content covered in Volume I of the results and the main research questions that the study attempts to answer.
    DOI: 10.1787/72dfe982-en
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  • 99
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    Diversité culturelle dans les établissements : Quelles sont les approches qui sont adoptées dans les systèmes d’éducation ? (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: L'enseignement à la loupe no.25
    Parallel Title: Parallele Sprachausgabe How education systems respond to cultural diversity in schools: New measures in TALIS 2018
    Keywords: Education
    Abstract: Dans le monde actuel, les environnements d’apprentissage multiculturels constituent à la fois un défi et une richesse pour les pays concernés. Les systèmes éducatifs jouent un rôle essentiel dans l’intégration des élèves issus de différents milieux culturels et ethniques, mais ils devraient également faire en sorte que tous les élèves accordent de l’importance à la diversité et contribuent à faire émerger une société diverse et inclusive en tant que citoyens du monde. Les questions de l’Enquête TALIS 2018 sur la diversité portent sur le contexte des expériences vécues par les élèves dans les établissements scolaires et les salles de classe. Par conséquent, ces données permettent de comparer les capacités dont disposent les enseignants et les établissements scolaires pour atteindre ces objectifs et compléter les travaux existants sur les résultats et les réussites des élèves. Les renseignements tirés de ces données sont uniques puisqu’ils permettent de combler des lacunes majeures dans l’élaboration des politiques d’enseignement.
    DOI: 10.1787/623dcbb7-fr
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  • 100
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    Pourquoi les filles ne sont-elles pas plus nombreuses à choisir une carrière scientifique ? (2019)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA à la loupe no.93
    Parallel Title: Parallele Sprachausgabe Why don’t more girls choose to pursue a science career?
    Keywords: Education
    Abstract: Chaque nouvelle publication de données PISA est l’occasion pour des chercheurs du monde entier de se lancer dans de nouvelles analyses afin d’apporter un nouvel éclairage sur des questions de toutes sortes. Parmi celles-ci, l’une reste pour l’instant sans réponse : comment expliquer la sous-représentation des femmes dans les professions en rapport avec les sciences, la technologie, l’ingénierie et les mathématiques (STIM) ? À partir des données du Programme international pour le suivi des acquis des élèves (PISA), Gijsbert Stoet et David Geary se sont intéressés à la nature des écarts entre les sexes dans les domaines des STIM. Ils ont analysé les données de 67 pays et économies ayant participé au cycle 2015 de l’enquête PISA, analyse que sont venus compléter des indicateurs nationaux d’égalité entre les sexes (indice global d’égalité entre les sexes) et le pourcentage de femmes diplômées en STIM. Et leurs travaux se sont avérés des plus fructueux…
    DOI: 10.1787/7870e927-fr
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