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  • Online Resource  (71)
  • 2010-2014  (69)
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  • Education  (71)
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  • Online Resource  (71)
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  • 1
    Online Resource
    Online Resource
    Creative problem solving : students' skills in tackling real-life problems; programme for International Student Assessment (2014)
    Paris : OECD
    Details
    ISBN: 9789264208063
    Language: English
    Pages: 250 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: PISA 2012 results vol. 5
    Series Statement: PISA
    Series Statement: PISA 2012 results
    Parallel Title: Erscheint auch als PISA 2012 results ; Vol. V: Creative problem solving
    Keywords: Education
    Abstract: This fifth volume of PISA 2012 results presents an assessment of student performance in problem solving, which measures students’ capacity to respond to non-routine situations in order to achieve their potential as constructive and reflective citizens. It provides the rationale for assessing problem-solving skills and describes performance within and across countries and economies. In addition, the volume highlights the relative strengths and weaknesses of each school system and examines how they are related to individual student characteristics, such as gender, immigrant background and socio-economic status. The volume also explores the role of education in fostering problem-solving skills.
    DOI: 10.1787/9789264208070-en
    URL: Volltext
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  • 2
    Online Resource
    Online Resource
    What students know and can do : student performance in mathematics, reading and science; programme for International Student Assessment (2014)
    Paris : OECD
    Details
    ISBN: 9789264208773
    Language: English
    Pages: 560 S.
    Edition: rev. ed.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: PISA 2012 results vol. 1
    Series Statement: PISA
    Series Statement: PISA 2012 results
    Parallel Title: Parallelausg. Résultats du PISA 2012 ; Savoirs et savoir-faire des élèves (Volume I) ; Performance des élèves en mathématiques, en compréhension de l'écrit et en sciences
    Parallel Title: Parallelausg. PISA 2012 Ergebnisse; Was Schülerinnen und Schüler wissen und können (Band I, Überarbeitete Ausgabe, Februar 2014); Schülerleistungen in Lesekompetenz, Mathematik und Naturwissenschaften
    Parallel Title: Erscheint auch als PISA 2012 results ; Vol. I: What students know and can do
    Keywords: Education
    Abstract: This first volume of PISA 2012 results summarises the performance of students in PISA 2012. It describes how performance is defined, measured and reported, and then provides results from the assessment, showing what students are able to do in mathematics. After a summary of mathematics performance, it examines the ways in which this performance varies on subscales representing different aspects of mathematics literacy. Given that any comparison of the outcomes of education systems needs to take into consideration countries’ social and economic circumstances, and the resources they devote to education, the volume also presents the results within countries’ economic and social contexts. In addition, the volume examines the relationship between the frequency and intensity of students’ exposure to subject content in school, what is known as “opportunity to learn”, and student performance. The volume concludes with a description of student results in reading and science. Trends in student performance in mathematics between 2003 and 2012, in reading between 2000 and 2012, and in science between 2006 and 2012 are examined when comparable data are available. Throughout the volume, case studies examine in greater detail the policy reforms adopted by countries that have improved in PISA.
    DOI: 10.1787/9789264208780-en
    URL: Volltext
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  • 3
    Online Resource
    Online Resource
    Lessons from PISA for Korea (2014)
    Paris : OECD
    Details
    ISBN: 9789264190665
    Language: English
    Pages: 199 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: Strong performers and successful reformers in education
    Parallel Title: Parallelausg. Lessons from PISA for Korea (Korean version)
    Parallel Title: Erscheint auch als Lessons from PISA for Korea
    Keywords: Bildungsforschung ; Vergleich ; Südkorea ; Welt ; Education ; Korea, Republic of ; Südkorea ; Bildungsforschung ; PISA-Studie
    Abstract: The story of Korean education over the past 50 years is one of remarkable growth and achievement. Korea is one of the top performing countries in the Programme for International Student Assessment (PISA) survey and among those with the highest proportion of young people who have completed upper secondary and tertiary education. Korea is continuously exploring ways to improve its education system and has dramatically increased government investment in education over the last decade. Nevertheless, further reforms are needed to spur and sustain improvements. Rapid globalisation and modernisation are also posing new and demanding challenges to equip young people of today and tomorrow with skills relevant to the 21st century. The report Strong Performers and Successful Reformers in Education: Lessons from PISA for Korea aims at helping Korea to identify and address education policy challenges in an international perspective. To this end, it examines the Korean education system through the prism of PISA, considers recent policy developments and suggests specific policy options to foster improvements. The report also provides an in-depth analysis of the experience of other high-performing countries.
    DOI: 10.1787/9789264190672-en
    URL: Volltext
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  • 4
    Online Resource
    Online Resource
    PISA 2012 Results: Students and Money (Volume VI) : financial literacy skills for the 21st century; programme for International Student Assessment (2014)
    Paris : OECD
    Details
    ISBN: 9789264208094
    Language: English
    Pages: Online-Ressource (200 p.)
    Edition: Online-Ausg.
    Series Statement: PISA 2012 results vol. 6
    Series Statement: PISA
    Series Statement: PISA 2012 results
    Parallel Title: Erscheint auch als PISA 2012 results ; Vol. VI: Students and money
    Keywords: Education
    Abstract: This sixth volume of PISA 2012 results examines 15-year-old students’ performance in financial literacy in the 18 countries and economies that participated in this optional assessment. It also discusses the relationship of financial literacy to students’ and their families’ background and to students’ mathematics and reading skills. The volume also explores students’ access to money and their experience with financial matters. In addition, it provides an overview of the current status of financial education in schools and highlights relevant case studies.
    DOI: 10.1787/9789264208094-en
    URL: Volltext
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  • 5
    Online Resource
    Online Resource
    OECD reviews of evaluation and assessment in education: Slovak Republic 2014 (2014)
    Paris : OECD
    Details
    ISBN: 9789264117037
    Language: English
    Pages: 162 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: OECD reviews of evaluation and assessment in education
    Parallel Title: Erscheint auch als OECD reviews of evaluation and assessment in education
    Keywords: Bildungswesen ; Bewertung ; Slowakei ; Education ; Slovak Republic ; Slowakei ; Bildungswesen ; Evaluation
    Abstract: This book provides, from an international perspective, an independent analysis of major issues facing the educational evaluation and assessment framework, current policy initiatives, and possible future approaches in the Slovak Republic.
    DOI: 10.1787/9789264117044-en
    URL: Volltext
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  • 6
    Online Resource
    Online Resource
    OECD reviews of evaluation and assessment in education: Northern Ireland, United Kingdom (2014)
    Paris : OECD
    Details
    ISBN: 9789264207691
    Language: English
    Pages: 202 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: OECD reviews of evaluation and assessment in education
    Parallel Title: Erscheint auch als OECD OECD reviews of evaluation and assessment in education
    Keywords: Bildungswesen ; Bewertung ; Großbritannien ; Nordirland ; Education ; Ireland ; Nordirland ; Schule ; Evaluation
    Abstract: This book finds that, in many ways, Northern Ireland stands out internationally with its thoughtfully designed evaluation and assessment framework. The major components are well developed, in particular policies for student assessment, school evaluation and school system evaluation. It has been developed using the majority of key design principles recommended by the OECD. The approach to evaluation and assessment combines: central control over policy development and standard setting; transparency over procedures and reporting of results; an increasing responsibility for the implementation of evaluation and assessment among teachers and schools; and central mechanisms to monitor the effectiveness of implementation. For example, while schools and their Boards of Governors are accountable for their educational quality and are accountable to their communities, school development planning processes are also monitored as part of external school evaluation by a central inspectorate. Teachers play a central role in student assessment and their assessment of pupil progress against central standards is moderated by a central agency which engages working teachers in the process. Teachers in primary schools are offered central diagnostic tests to support their assessment of pupil progress. Only teacher appraisal remains entirely school based, but there is a set of common competence standards for teachers.
    DOI: 10.1787/9789264207707-en
    URL: Volltext
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  • 7
    Online Resource
    Online Resource
    Secondary education in Kazakhstan (2014)
    Paris : OECD
    Details
    ISBN: 9789264205215
    Language: English
    Pages: 368 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: Reviews of national policies for education
    Parallel Title: Erscheint auch als Secondary education in Kazakhstan
    Keywords: Weiterführende Schule ; Kasachstan ; Education ; Kazakhstan ; Kasachstan ; Sekundarstufe ; Schulreform ; Evaluation
    Abstract: This report evaluates the education reform agenda of Kazakhstan – its feasibility and focus – by taking stock of present-day strengths and weaknesses of the secondary education system. The report also provides guidance on adjusting the reform implementation plans in line with international experiences and best practices regarding educational change, and consolidates much of the previously dispersed (national) data on primary and secondary schools in Kazakhstan into a common analytical base of evidence, validated by the education authorities. Chapter 1 of this report provides an overview of the country, it education system and reform plans. Subsequent chapters provide analysis of and recommendations on equity and effectiveness of schooling; assessment and evaluation practices; policies for teachers and principals; expenditure patterns and financing mechanisms; vocational education and training; and a summary of the recommendations.
    DOI: 10.1787/9789264205208-en
    URL: Volltext
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  • 8
    Online Resource
    Online Resource
    Measuring innovation in education : a new perspective (2014)
    Paris : OECD
    Details
    ISBN: 9789264215689
    Language: English
    Pages: 331 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: Educational research and innovation
    Parallel Title: Erscheint auch als Measuring innovation in education
    DDC: 370.72/7
    Keywords: Bildungsforschung ; Bildung ; Innovation ; Messung ; OECD-Staaten ; Education ; Bildungsforschung ; Innovation ; Internationaler Vergleich
    Abstract: Do teachers innovate? Do they try different pedagogical approaches? Are practices within classrooms and educational organisations changing? And to what extent can change be linked to improvements? A measurement agenda is essential to an innovation and improvement strategy in education. Measuring Innovation in Educationoffers new perspectives on addressing the need for such measurement. This book’s first objective is informative: it gives readers new international comparative information about innovation in education compared to other sectors. And it documents change in a variety of dimensions of school practices between 1999 and 2011. Its second objective is methodological: it assesses two approaches to capturing the extent and type of innovation occurring within and across education systems. The third objective is exploratory: this book showcases a large-scale pilot that presents over 200 measures of innovation in education using existing international data. Last but not least, the fourth objective is prospective: this report proposes new approaches to measuring innovation in education in the future. This book is the beginning of a new journey: it calls for innovations in the field of measurement – and not just of education.
    DOI: 10.1787/9789264215696-en
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  • 9
    Online Resource
    Online Resource
    Ready to learn : students' engagement, drive and self-beliefs; programme for International Student Assessment (2014)
    Paris : OECD
    Details
    ISBN: 9789264201163
    Language: English
    Pages: 520 S.
    Edition: rev. vers.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: PISA 2012 results vol. 3
    Series Statement: PISA
    Series Statement: PISA 2012 results
    Parallel Title: Parallelausg. Résultats de PISA 2012 ; Des élèves prêts à apprendre (Volume III) ; Engagement, motivation et confiance en soi
    Parallel Title: Erscheint auch als PISA 2012 results ; Vol. III: Ready to learn
    Keywords: Education
    Abstract: This third volume of PISA 2012 results explores students’ engagement with and at school, their drive and motivation to succeed, and the beliefs they hold about themselves as mathematics learners. The volume identifies the students who are at particular risk of having low levels of engagement in, and holding negative dispositions towards, school in general and mathematics in particular, and how engagement, drive, motivation and self-beliefs are related to mathematics performance. The volume identifies the roles schools can play in shaping the well-being of students and the role parents can play in promoting their children’s engagement with and dispositions towards learning. Changes in students’ engagement, drive, motivation and self-beliefs between 2003 and 2012, and how those dispositions have changed during the period among particular subgroups of students, notably socio-economically advantaged and disadvantaged students, boys and girls, and students at different levels of mathematics proficiency, are examined when comparable data are available. Throughout the volume, case studies examine in greater detail the policy reforms adopted by countries that have improved in PISA.
    DOI: 10.1787/9789264201170-en
    URL: Volltext
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  • 10
    Online Resource
    Online Resource
    Savoirs et savoir-faire des élèves : performance des élèves en mathématiques, en compréhension de l'écrit et en sciences; programme international pour le suivi des acquis des élèves (2014)
    Paris : OECD
    Details
    ISBN: 9789264208810
    Language: French
    Pages: 580 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: Résultats du PISA 2012 vol. 1
    Series Statement: PISA
    Series Statement: Résultats du PISA 2012
    Parallel Title: Parallelausg. PISA 2012 Results; What Students Know and Can Do (Volume I, Revised edition, February 2014); Student Performance in Mathematics, Reading and Science
    Parallel Title: Parallelausg. PISA 2012 Ergebnisse; Was Schülerinnen und Schüler wissen und können (Band I, Überarbeitete Ausgabe, Februar 2014); Schülerleistungen in Lesekompetenz, Mathematik und Naturwissenschaften
    Keywords: Education
    Abstract: L’enquête PISA 2012, dont le domaine majeur d’évaluation est la culture mathématique, mais qui évalue aussi les performances des élèves en compréhension de l'écrit et en sciences, a évalué la capacité des jeunes âgés de 15 ans à se livrer à des raisonnements mathématiques et à utiliser des concepts, procédures, faits et outils pour décrire, expliquer et prévoir des phénomènes, et se comporter en citoyens constructifs, engagés et réfléchis, c’est-à-dire poser des jugements et prendre des décisions en toute connaissance de cause. Ce livre récapitule les résultats.
    DOI: 10.1787/9789264208827-fr
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  • 11
    Online Resource
    Online Resource
    New insights from TALIS 2013 : teaching and learning in primary and upper secondary education; [teaching and learning international survey] (2014)
    Paris : OECD
    Details
    ISBN: 9789264226173
    Language: English
    Pages: 326 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: TALIS
    Parallel Title: Erscheint auch als New insights from TALIS 2013
    Keywords: OECD ; Lehrkräfte ; Bildungseinrichtung ; Schule ; Vergleich ; OECD-Staaten ; Education ; OECD ; Lehrer ; Grundschule ; Sekundarstufe
    Abstract: The Teaching and Learning International Survey (TALIS) asks teachers and principals who they are, where they teach and how they feel about their work. The results on lower secondary schools were published in TALIS 2013 Results: An International Perspective on Teaching and Learning. A few countries chose to also conduct the survey in primary and/or upper secondary education. This report presents the results of these options and offers a broader view of teachers and school principals across all levels of compulsory education, and all the similarities and differences in the issues they are facing.
    DOI: 10.1787/9789264226319-en
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  • 12
    Online Resource
    Online Resource
    OECD reviews of evaluation and assessment in education: Netherlands 2014 (2014)
    Paris : OECD
    Details
    ISBN: 9789264211933
    Language: English
    Pages: 216 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: OECD reviews of evaluation and assessment in education
    Parallel Title: Erscheint auch als OECD reviews of evaluation and assessment in education
    Keywords: Bildungswesen ; Bewertung ; Niederlande ; Education ; Netherlands ; Niederlande ; Schule ; Evaluation
    Abstract: How can student assessment, teacher appraisal, school evaluation and system evaluation bring about real gains in performance across a country’s school system? This review report for the Netherlands provides, from an international perspective, an independent analysis of major issues facing the Dutch evaluation and assessment framework in education, current policy initiatives and possible future approaches. This series forms part of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes.
    DOI: 10.1787/9789264211940-en
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  • 13
    Online Resource
    Online Resource
    Equity, excellence and inclusiveness in education : policy lessons from around the world; [key topics from the 2014 international summit on the teaching profession] (2014)
    Paris : OECD
    Details
    ISBN: 9789264211377
    Language: English
    Pages: 108 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: International summit on the teaching profession
    Parallel Title: Erscheint auch als Schleicher, Andreas, 1964 - Equity, excellence and inclusiveness in education
    Keywords: Lehrkräfte ; Bildungswesen ; Welt ; Education ; Konferenzschrift ; Schulpolitik ; Chancengleichheit ; Internationaler Vergleich
    Abstract: Excellence in education without equity risks leading to large economic and social disparities; equity in education at the expense of quality is a meaningless aspiration. The most advanced education systems now set ambitious goals for all students, focusing on both excellence and equity. They also equip their teachers with the pedagogic skills that have been proven effective and with enough autonomy so that teachers can use their own creativity in determining the content and instruction they provide to their individual students. The fourth International Summit on the Teaching Profession brought together education ministers, union leaders and other teacher leaders from high-performing and rapidly improving education systems, as measured by PISA (the OECD Programme for International Student Assessment ). Their aim was to discuss equity, excellence and inclusiveness in education by exploring three questions: • How are high-quality teachers developed, and how do schools with the greatest need attract and retain them? • How can equity be ensured in increasingly devolved education systems? and • What kinds of learning environments address the needs of all students? To underpin the discussions, this publication identifies some of the steps policy makers can take to build school systems that are both equitable and excellent. The analysis is complemented with examples that illustrate proven or promising practices in specific countries.
    DOI: 10.1787/9789264214033-en
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  • 14
    Online Resource
    Online Resource
    TALIS 2013 results : an international perspective on teaching and learning; [teaching and learning international survey] (2014)
    Paris : OECD
    Details
    ISBN: 9789264211339
    Language: English
    Pages: 437 S.
    Edition: Rev. vers.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: TALIS
    Parallel Title: Parallelausg. Résultats de TALIS 2013 ; Une perspective internationale sur l'enseignement et l'apprentissage
    Parallel Title: Erscheint auch als TALIS 2013 results
    DDC: 371.102
    Keywords: Lehrkräfte ; Bildungseinrichtung ; Schule ; Vergleich ; OECD-Staaten ; Education ; OECD ; Lehrer ; Lernumwelt ; Unterricht ; Sekundarstufe ; Evaluation ; Fragebogen ; Vergleichende Bildungsforschung
    Abstract: How can countries prepare teachers to face the diverse challenges in today’s schools? The OECD Teaching and Learning International Survey (TALIS) helps answer this question by asking teachers and school leaders about their working conditions and the learning environments at their schools. TALIS aims to provide valid, timely and comparable information to help countries review and define policies for developing a high-quality teaching profession. It is an opportunity for teachers and school leaders to provide input into educational policy analysis and development in key areas. This report presents the results of the second cycle of the TALIS survey conducted in 2013.
    DOI: 10.1787/9789264196261-en
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  • 15
    Online Resource
    Online Resource
    Critical maths for innovative societies : the role of metacognitive pedagogies (2014)
    Paris : OECD
    Details
    ISBN: 9789264211384
    Language: English
    Pages: 194 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: Educational research and innovation
    Keywords: Education
    Abstract: How can mathematics education foster the skills that are appropriate for innovative societies? Mathematics education is heavily emphasised worldwide, nevertheless it is still considered to be a stumbling block for many students. While there is almost a consensus that mathematics problems appropriate for the 21st century should be complex, unfamiliar and non-routine (CUN), most of the textbooks still mainly include routine problems based on the application of ready-made algorithms. The time has come to introduce innovative instructional methods in order to enhance mathematics education and students’ ability to solve CUN tasks. Metacognitive pedagogies can play a key role in this. These pedagogies explicitly train students to “think about their thinking” during learning. They can be used to improve not just academic achievement (content knowledge and understanding, the ability to handle unfamiliar problems etc.) but also affective outcomes such as reduced anxiety or improved motivation. This strong relationship between metacognition and schooling outcomes has implications for the education community and policy makers. This book is designed to assist practitioners, curriculum developers and policy makers alike in preparing today’s students for tomorrow’s world.
    DOI: 10.1787/9789264223561-en
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  • 16
    Online Resource
    Online Resource
    A skills beyond school review of Israel (2014)
    Paris : OECD
    Details
    ISBN: 9789264210752
    Language: English
    Pages: Online-Ressource (94 p.)
    Edition: Online-Ausg.
    Series Statement: OECD Reviews of vocational education and training
    Parallel Title: Erscheint auch als Musset, Pauline A skills beyond school review of Israel
    Keywords: Berufsbildung ; Qualifikation ; Israel ; Education ; Israel ; Israel ; Berufsbildung
    Abstract: Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. This report on Israel examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how theyshould be linked to academic and university programmes and how employers and unions can be engaged. The country reports in this series look at these and other questions. They form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
    DOI: 10.1787/9789264210769-en
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  • 17
    Online Resource
    Online Resource
    A skills beyond school review of South Africa (2014)
    Paris : OECD
    Details
    ISBN: 9789264223752
    Language: English
    Pages: Online-Ressource (130 S.)
    Edition: Online-Ausg.
    Series Statement: OECD Reviews of vocational education and training
    Parallel Title: Erscheint auch als Field, Simon A skills beyond school review of South Africa
    Keywords: Berufsbildung ; Qualifikation ; Südafrika ; Education ; Employment ; South Africa ; Südafrika ; Berufsbildung
    Abstract: Vocational education and training (VET) programmes are facing rapid change and intensifying challenges. How can employers and unions be engaged? How can workbased learning be used? How can teachers and trainers be effectively prepared? How should postsecondary programmes be structured? This country report on South Africa looks at these and other questions.
    DOI: 10.1787/9789264223776-en
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  • 18
    Online Resource
    Online Resource
    Skills beyond school : synthesis report (2014)
    Paris : OECD
    Details
    ISBN: 9789264214675
    Language: English
    Pages: Online-Ressource (113 S.)
    Edition: Online-Ausg.
    Series Statement: OECD Reviews of vocational education and training
    Parallel Title: Parallelausg. Apprendre au-delà de l'école ; Rapport de synthèse
    Parallel Title: Parallelausg. Postsekundäre Berufsbildung; Synthesebericht
    Parallel Title: Parallelausg. Competencias más allá de la escuela ; Síntesis
    Parallel Title: Erscheint auch als Skills beyond school
    Keywords: Berufsbildung ; Qualifikation ; OECD-Staaten ; Education ; Berufsausbildung ; Bildungspolitik
    Abstract: Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of changing economies? How should the programmes be funded? How should they be linked to academic and university programmes? How can employers and unions be engaged? This report synthesises the findings of the series of country reports done on skills beyond school.
    DOI: 10.1787/9789264214682-en
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  • 19
    Online Resource
    Online Resource
    A skills beyond school review of the Netherlands (2014)
    Paris : OECD
    Details
    ISBN: 9789264221833
    Language: English
    Pages: Online-Ressource (115 S.)
    Edition: Online-Ausg.
    Series Statement: OECD Reviews of vocational education and training
    Keywords: Education ; Netherlands
    Abstract: Vocational education and training (VET) programmes are facing rapid change and intensifying challenges. How can employers and unions be engaged? How can workbased learning be used? How can teachers and trainers be effectively prepared? How should postsecondary programmes be structured? This country report on the Netherlands looks at these and other questions.
    DOI: 10.1787/9789264221840-en
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  • 20
    Online Resource
    Online Resource
    A skills beyond school review of Kazakhstan (2014)
    Paris : OECD
    Details
    ISBN: 9789264221819
    Language: English
    Pages: Online-Ressource (98 S.)
    Edition: Online-Ausg.
    Series Statement: OECD Reviews of vocational education and training
    Parallel Title: Erscheint auch als Alvarez Galvan, Jose Luis A skills beyond school review of Kazakhstan
    Parallel Title: Erscheint auch als Alvarez Galvan, Jose Luis A skills beyond school review of Kazakhstan
    Keywords: Berufsbildung ; Qualifikation ; Kasachstan ; Education ; Kazakhstan
    Abstract: Vocational education and training (VET) programmes are facing rapid change and intensifying challenges. How can employers and unions be engaged? How can workbased learning be used? How can teachers and trainers be effectively prepared? How should postsecondary programmes be structured? This country report on Kazakhstan looks at these and other questions.
    DOI: 10.1787/9789264221826-en
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  • 21
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    Educational research and innovation leadership for 21st century learning (2013)
    Paris : OECD
    Details
    ISBN: 9789264185760
    Language: English
    Pages: 204 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: Educational Research and Innovation
    Parallel Title: Druckausg.
    Parallel Title: Erscheint auch als Leadership for twenty-first century learning
    DDC: 300
    RVK:
    DK 1040
    Keywords: Education Research ; Educational psychology ; Education ; Electronic books ; Lernen ; Lernorganisation ; Schulverwaltung
    Abstract: Foreword; Table of contents; Executive summary; Learning leadership; Concluding orientations; Learning leadership for innovative learning environments: The overview; The aims and background to this report; Building on earlier OECD analyses; The "why" of learning leadership; The "what" of learning leadership; The "how" of learning leadership; The "who" of learning leadership; The "where" of learning leadership; The "when" of learning leadership; Concluding orientations on learning leadership; Note; References; The practice of leading and managing teaching in educational organisations
    Abstract: IntroductionTeaching: the essence of leadership work; Focusing in on the practice of leading teaching; Diagnosis and design: organisational infrastructure and practice; Conclusion; Note; References; Leading learning in a world of change; Introduction; The character of leadership; Five principles of leadership for learning; Changing contexts for learning; Learning beyond schooling; Note; References; Leadership for 21st century learning in Singapore's high‑performing schools; Introduction; The context of the Singapore school system; A 21st century leadership model
    Abstract: Case studies of transformation in two schoolsConclusion; References; Approaches to learning leadership development in different school systems; Introduction; A network of change agents: Lerndesigners as teacher leaders in Austria; The Lerndesigner network; Innovative learning environments: Developing leadership in British Columbia; Developing and nurturing leadership for learning in New York City; Developing learning leadership in Norway; Learning leadership in South Australia; Learning leadership for innovation at the system level: Israel; Notes; References; Online references
    Abstract: Promoting learning leadership in Catalonia and beyondInternationalising educational innovation in Catalonia; Learning Leadership - the research study; Note; References
    Abstract: This is the latest of the influential series of OECD reports on Innovative Learning Environments. ""Learning leadership"" is fundamental because it is about setting direction, taking responsibility for putting learning at the centre and keeping it there. This becomes increasingly complex in 21st century settings, calling for innovation and going beyond the heroics of individual leaders. Many need to be involved, bringing in diverse partners at different levels. This is all explored in this volume. It clarifies the concepts and the dimensions of learning leadership, relating it to extensive int
    Note: Description based upon print version of record
    DOI: 10.1787/9789264205406-en
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  • 22
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    A skills beyond school review of the United States (2013)
    Paris : OECD
    Details
    ISBN: 9789264202153
    Language: English
    Pages: Online-Ressource (149 S.)
    Edition: Online-Ausg.
    Series Statement: OECD reviews of vocational education and training
    Keywords: Education ; United States
    Abstract: This book examines vocational education and training programmes in the United States, including coverage of how they are changing, how they are funded, how they are linked to academic and university programmes and how employers and unions are involved.
    DOI: 10.1787/9789264202153-en
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  • 23
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    A skills beyond school review of England (2013)
    Paris : OECD
    Details
    ISBN: 9789264203594
    Language: English
    Pages: Online-Ressource (100 S.)
    Edition: Online-Ausg.
    Series Statement: OECD reviews of vocational education and training
    Keywords: Education
    Abstract: This book examines vocational education and training programmes in England, including coverage of how they are changing, how they are funded, how they are linked to academic and university programmes and how employers and unions are involved.
    DOI: 10.1787/9789264203594-en
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  • 24
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    A skills beyond school review of Germany (2013)
    Paris : OECD
    Details
    ISBN: 9789264202146
    Language: English
    Pages: Online-Ressource (106 S.)
    Edition: Online-Ausg.
    Series Statement: OECD reviews of vocational education and training
    Parallel Title: Parallelausg. Postsekundäre Berufsbildung in Deutschland
    Keywords: Education ; Germany
    Abstract: This report examines vocational education and training programs in Germany including how they are changing, how they are funded, how they are linked to academic and university programmes and how employers and unions can be engaged.
    DOI: 10.1787/9789264202146-en
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  • 25
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    Skills development and training in SMEs (2013)
    Paris : OECD
    Details
    ISBN: 9789264175297
    Language: English
    Pages: 160 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: OECD skills studies
    Parallel Title: Erscheint auch als Skills development and training in SMEs
    Keywords: KMU ; Qualifikation ; Betriebliches Bildungsmanagement ; OECD-Staaten ; Education ; Employment ; Industry and Services
    Abstract: The report discusses the results of the OECD “Leveraging Training and Skills Development in SMEs” (TSME) project which examines access to training by SMEs across seven regions in six OECD countries: New Zealand, Poland, Belgium, UK, Turkey and Canada. The book analyses the policy issues related to both low access by SMEs, and how to recognise the increasing importance of informal training and skills development methods. The book looks at how both formal and alternative ways of training and skills development interact and identifies impacts at three levels; for the firm and employees; for the industry; and for the local area where the firm is located. The report pays special attention to the development of entrepreneurial skills and the emerging area of “green skills”. This focus is not just because ‘green skills’ represent the next new training opportunity – the de-carbonisation of economies that will occur over the coming decades represents an industrial transformation on the scale of the microelectronics revolution - but in many ways the response to the green economy is at an emerging stage- this means we have the opportunity to implement lessons from previous successful practices into a skill development area that will have enormous reach.
    DOI: 10.1787/9789264169425-en
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  • 26
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    A skills beyond school review of Austria (2013)
    Paris : OECD
    Details
    ISBN: 9789264200418
    Language: English
    Pages: Online-Ressource (87 S.)
    Edition: Online-Ausg.
    Series Statement: OECD reviews of vocational education and training
    Keywords: Education ; Austria
    Abstract: This report examines vocational education and training programmes in Austria, covering how they are changing, how they are funded, how they are linked to academic and university programmes and how employers and unions are engaged.
    DOI: 10.1787/9789264200418-en
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  • 27
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    Quality matters in early childhood education and care: Norway 2013 (2013)
    Paris : OECD
    Details
    ISBN: 9789264176713
    Language: English
    Pages: Online-Ressource (59 S.)
    Edition: Online-Ausg.
    Series Statement: Quality matters in early childhood education and care
    Keywords: Education ; Norway
    Abstract: Early childhood education and care (ECEC) can bring a wide range of benefits – for children, parents and society at large. However, these benefits are conditional on “quality”. Expanding access to services without attention to quality will not deliver good outcomes for children or long-term productivity benefits for society. This series of country reports focuses on quality issues. Each report tackles a specific theme that was selected by the country reviewed. These reports suggest strengths and point to areas for further reflection on current policy initiatives.
    DOI: 10.1787/9789264176713-en
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  • 28
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    Quality matters in early childhood education and care: Sweden 2013 (2013)
    Paris : OECD
    Details
    ISBN: 9789264176744
    Language: English
    Pages: Online-Ressource (59 S.)
    Edition: Online-Ausg.
    Series Statement: Quality matters in early childhood education and care
    Keywords: Education ; Sweden
    Abstract: Early childhood education and care (ECEC) can bring a wide range of benefits – for children, parents and society at large. However, these benefits are conditional on “quality”. Expanding access to services without attention to quality will not deliver good outcomes for children or long-term productivity benefits for society. This series of country reports focuses on quality issues. Each report tackles a specific theme that was selected by the country reviewed. These reports suggest strengths and point to areas for further reflection on current policy initiatives.
    DOI: 10.1787/9789264176744-en
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  • 29
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    Lessons from PISA 2012 for the United States (2013)
    Paris : OECD
    Details
    ISBN: 9789264207578
    Language: English
    Pages: 101 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: Strong performers and successful reformers in education
    Parallel Title: Erscheint auch als Strong performers and successful reformers in education
    Keywords: Schulpolitik ; Bildungsniveau ; Vergleich ; USA ; Education ; United States ; USA ; Mathematik ; PISA-Studie ; Lernerfolg
    Abstract: This report compares the performance of 15-year-olds in the United States in PISA against the global patterns and trends. But it goes beyond the aggregate level analysis that have so far been published in the PISA 2012 reports, to give analysis of student performance on individual mathematics test items in order to reveal students’ strengths and weaknesses. Considering this also in the context of the relationship between PISA and the Common Core Standards for Mathematics can help connect these results to what the United States aspires to teach in classrooms and help inform teaching practices that can support performance improvement.
    DOI: 10.1787/9789264207585-en
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  • 30
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    Higher education in regional and city development: Wroclaw, Poland 2012 : institutional management in higher education (2013)
    Paris : OECD
    Details
    ISBN: 9789264188914
    Language: English
    Pages: Online-Ressource (273 S.)
    Edition: Online-Ausg.
    Series Statement: Higher education in regional and city development
    Keywords: Hochschule ; Regionalentwicklung ; Regionalpolitik ; Polen ; Education ; Urban, Rural and Regional Development ; Poland
    Abstract: In less than a decade Wroclaw has transformed itself into one of Poland’s economic power houses that attracts students, mobile investment and tourism. How can Wroclaw move up in the value chain and unleash the potential of its universities for economic, social and cultural development? This publication explores a range of helpful policy measures and institutional reforms to mobilise higher education for regional development.
    DOI: 10.1787/9789264188914-en
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  • 31
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    PISA 2012 assessment and analytical framework : mathematics, reading, science, problem solving and financial literacy; programme for International Student Assessment (2013)
    Paris : OECD
    Details
    ISBN: 9789264190528
    Language: English
    Pages: 261 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: PISA
    Parallel Title: Parallelausg. Cadre d'évaluation et d'analyse du cycle PISA 2012 ; Compétences en mathématiques, en compréhension de l'écrit, en sciences, en résolution de problèmes et en matières financières
    Keywords: Education
    Abstract: Are students well prepared to meet the challenges of the future? Can they analyse, reason and communicate their ideas effectively? Have they found the kinds of interests they can pursue throughout their lives as productive members of the economy and society? The OECD Programme for International Student Assessment (PISA) seeks to answer these questions through the most comprehensive and rigorous international assessment of student knowledge and skills. PISA 2012 Assessment and Analytical Framework presents the conceptual framework underlying the fifth cycle of PISA. Similar to the previous cycles, the 2012 assessment covers reading, mathematics and science, with the major focus on mathematical literacy. Two other domains are evaluated: problem solving and financial literacy. Students respond to a background questionnaire and, as an option, to an educational career questionnaire as well as another questionnaire about Information and Communication Technologies (ICTs). Additional supporting information is gathered from the school authorities through the school questionnaire and from the parents through a third optional questionnaire. Sixty-six countries and economies, including all 34 OECD member countries, are taking part in the PISA 2012 assessment.
    DOI: 10.1787/9789264190511-en
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  • 32
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    What makes schools successful : resources, policies and practices; programme for International Student Assessment (2013)
    Paris : OECD
    Details
    ISBN: 9789264201149
    Language: English
    Pages: 542 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: PISA 2012 results vol. 4
    Series Statement: PISA
    Series Statement: PISA 2012 results
    Parallel Title: Parallelausg. Résultats du PISA 2012 ; Les clés de la réussite des établissements d'enseignement (Volume IV) ; Ressources, politiques et pratiques
    Parallel Title: Erscheint auch als PISA 2012 results ; Vol. IV: What makes schools successful?
    Keywords: Education
    Abstract: This fourth volume of PISA 2012 results examines how student performance is associated with various characteristics of individual schools and of concerned school systems. It discusses how 15-year old students are selected and grouped into different schools, programmes, and education levels, and how human, financial, educational and time resources are allocated to different schools. The volume also examines how school systems balance autonomy with collaboration, and how the learning environment in school shapes student performance. Trends in these variables between 2003 and 2012 are examined when comparable data are available, and case studies, examining the policy reforms adopted by countries that have improved in PISA, are presented throughout the volume.
    DOI: 10.1787/9789264201156-en
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  • 33
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    Teachers for the 21st century : using evaluation to improve teaching; [key topics from the 2013 International summit on the teaching profession] (2013)
    Paris : OECD
    Details
    ISBN: 9789264193857
    Language: English
    Pages: 125 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: International summit on the teaching profession
    Parallel Title: Erscheint auch als Teachers for the 21st century
    Keywords: Lehrkräfte ; Qualifikation ; Unterricht ; Bildungsforschung ; Education ; OECD ; Lehrerbeurteilung ; Evaluation ; Bildungswesen ; Lehrer ; Qualitätsmanagement ; Wissensvermittlung
    Abstract: In some countries the concept – not to mention the use – of teacher appraisal sparks discussion whenever it is mentioned. According to what criteria? Who decides? And what should the results of teacher appraisals be used for? But education stakeholders are beginning to find some agreement in the idea that teacher appraisal can be a key lever for focusing more on teaching quality and continuous professional development for teachers, in keeping with the growing recognition that the quality of teaching affects student learning outcomes. Teacher appraisal also provides opportunities to incentivise, recognise and reward teaching competence and high performance, which, in turn, may help to address concerns about the attractiveness of teaching as a career choice and about the image and status of teachers, including teachers’ feelings that their work is not sufficiently valued. The third International Summit on the Teaching Profession, hosted by the Netherlands, the OECD and Education International, brings together education ministers, union leaders and other teacher leaders from high-performing and rapidly improving education systems, as measured by the OECD Programme for International Student Assessment (PISA), to discuss how teacher quality is defined and what standards are set and by whom; what systems are in place for teacher evaluation and how evaluations are conducted; and how teacher evaluation contributes to school improvement and teacher self-efficacy.
    DOI: 10.1787/9789264193864-en
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  • 34
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    Synergies for better learning : an international perspective on evaluation and assessment (2013)
    Paris : OECD
    Details
    ISBN: 9789264190641
    Language: English
    Pages: 670 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: OECD reviews of evaluation and assessment in education
    Keywords: Education
    Abstract: How can assessment and evaluation policies work together more effectively to improve student outcomes in primary and secondary schools? Countries increasingly use a range of techniques for student assessment, teacher appraisal, school evaluation, school leader appraisal and education system evaluation. However, they often face difficulties in implementing evaluation and assessment policies. This may arise as a result of poor policy design, lack of analysis of unintended consequences, little capacity for school agents to put evaluation procedures into practice, lack of an evaluation culture, or deficient use of evaluation results. This report provides an international comparative analysis and policy advice to countries on how evaluation and assessment arrangements can be embedded within a consistent framework to improve the quality, equity and efficiency of school education. It builds upon a major 3-year review of evaluation and assessment policies in 28 countries, the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes. As well as analysing strengths and weaknesses of different approaches, the report provides recommendations for improvement including how results should be incorporated into policy and practice.
    DOI: 10.1787/9789264190658-en
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  • 35
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    Teacher evaluation in Chile 2013 (2013)
    Paris : OECD
    Details
    ISBN: 9789264172579
    Language: English
    Pages: 202 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: OECD reviews of evaluation and assessment in education
    Keywords: Education ; Chile
    Abstract: This book provides, from an international perspective, an independent analysis of major issues facing teacher evaluation, current policy initiatives, and possible future approaches in Chile.
    DOI: 10.1787/9789264172616-en
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  • 36
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    Time for the U.S. to reskill? : what the survey of adult skills says (2013)
    Paris : OECD
    Details
    ISBN: 9789264204898
    Language: English
    Pages: 104 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: OECD skills studies
    Parallel Title: Erscheint auch als Time for the US to reskill?
    Keywords: Bildungsniveau ; Analphabetismus ; Erwachsenenbildung ; USA ; Education ; Social Issues/Migration/Health ; United States ; Statistik ; USA ; Erwachsenenbildung ; Funktionaler Analphabetismus
    Abstract: The ‘basic skills’ of literacy and numeracy are among the most fundamental attributes of human beings and their civilization, lying at the root of our capacity to communicate and live and work together, to develop and share knowledge, science and culture. Their contribution to workforce skills have increasingly been recognized as critical to economic success, while evidence on gaps in adult basic skills and the link with economic and social outcomes has also been growing, both at national and international level (e.g. International Survey of Adult Skills of 1994-98 and Adult Literacy and Life Skills Survey of 2003-2007). Most tellingly, there has been a belated realization that despite universal basic education in advanced countries, some adults have slipped through the net, leaving them with very weak literacy and numeracy. All of these factors underline the importance of the OECD’s new international Survey of Adult Skills. This report on skills in the US draws out the policy implications of the Survey for the US, while also making use of some additional data collected for the Survey on the US alone. The study does not directly evaluate relevant US policies and programs – such as schooling and adult education. Instead it identifies in the results of the Survey some key lessons about the strategic objectives and directions which should form a frame for policy development in the US, including policy on adult learning and schooling.
    DOI: 10.1787/9789264204904-en
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  • 37
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    Art for art's sake? : the impact of arts education (2013)
    Paris : OECD
    Details
    ISBN: 9789264180772
    Language: English
    Pages: 266 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: Educational research and innovation
    Parallel Title: Parallelausg. L'art pour l'art ? ; L'impact de l'éducation artistique
    Parallel Title: Parallelausg. ¿El arte por el arte? ; La influencia de la educacíon artística
    Parallel Title: Erscheint auch als Winner, Ellen, 1947 - Art for art's sake?
    RVK:
    DP 6600
    RVK:
    CX 3000
    RVK:
    DG 9000
    RVK:
    DI 1000
    RVK:
    DP 6100
    RVK:
    ES 360
    RVK:
    ES 740
    RVK:
    LH 61100
    RVK:
    LH 61260
    RVK:
    LR 56900
    RVK:
    SM 607
    RVK:
    LH 61200
    Keywords: Kunst ; Bildung ; Education ; Kunsterziehung ; Kreativität ; Kognitive Entwicklung ; Sozialkompetenz ; Ästhetische Erziehung ; Musische Erziehung
    Abstract: Arts education is often said to be a means of developing critical and creative thinking. Arts education has also been argued to enhance performance in non-arts academic subjects such as mathematics, science, reading and writing, and to strengthen students’ academic motivation, self-confidence, and ability to communicate and co-operate effectively. Arts education thus seems to have a positive impact on the three subsets of skills that we define as “skills for innovation”: subject-based skills, including in non-arts subjects; skills in thinking and creativity; and behavioural and social skills. This report examines the state of empirical knowledge about the impact of arts education on these kinds of outcomes. The kinds of arts education examined include arts classes in school (classes in music, visual arts, theatre, and dance), arts-integrated classes (where the arts are taught as a support for an academic subject), and arts study undertaken outside of school (e.g. private music lessons; out-of-school classes in theatre, visual arts, and dance). The report does not deal with education about the arts or cultural education, which may be included in all kinds of subjects.
    DOI: 10.1787/9789264180789-en
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  • 38
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    The rationale for higher education investment in Ibero-America (2013)
    Paris : OECD
    Details
    Language: English
    Pages: Online-Ressource (51 S.) , graph. Darst.
    Series Statement: Working paper / OECD Development Centre 319
    Series Statement: OECD Development Centre Working Papers no.319
    Keywords: Bildungspolitik ; Bildungsfinanzierung ; Bildungsertrag ; Bildungsfinanzierung ; Öffentliche Güter ; Hochschule ; Sozialkapital ; Lateinamerika ; Education ; Development ; Arbeitspapier ; Graue Literatur
    Abstract: A key higher education policy question is about the financing of this sector. Who, why and how higher education should be paid for are debated around the world by governments, the academic community, students, experts and civil society. This is true of Ibero-America. The meetings of their heads of state or governments have, on various occasions, pronounced on this issue. And within the institutions themselves and on the streets of the principal cities in the region, students and professors have voiced their demands for greater funding. This document advocates the need for shared higher education funding – between the state and the private sector, (including students and their families), in a proportion that corresponds approximately to the private and social benefits generated. The proposed public/private cost allocation (1:1) is based on econometric calculations of the respective benefits generated by tertiary education, with approximately one half of the total being private benefits and the other half social benefits and public externalities. From this it follows that HEIs should be funded in the same proportion, diversifying their sources so that the state (taxpayers) and the private sector (households or families, students and graduates) provide 50% each. But the above only makes sense if higher education can ensure that it provides the anticipated private and social benefits and public externalities. The bottlenecks that stand in the way of achieving these expectations have to be removed. So the State should allocate resources in terms of reaching these objectives, and implement policies that encourage institutions to reach the proposed outcomes and standards.
    Note: Zsfassung in franz. Sprache , Systemvoraussetzungen: Acrobat Reader.
    DOI: 10.1787/5k40d67l7l8x-en
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  • 39
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    Excellence through equity : giving every student the chance to succeed; programme for International Student Assessment (2013)
    Paris : OECD
    Details
    ISBN: 9789264201125
    Language: English
    Pages: 330 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: PISA 2012 results vol. 2
    Series Statement: PISA
    Series Statement: PISA 2012 results
    Parallel Title: Parallelausg. Résultats du PISA 2012 ; L'équité au service de l'excellence (Volume II) ; Offrir à chaque élève la possibilité de réussir
    Parallel Title: Parallelausg. PISA 2012 Ergebnisse; Exzellenz durch Chancengerechtigkeit (Band II); Allen Schülerinnen und Schülern die Voraussetzungen zum Erfolg sichern
    Parallel Title: Erscheint auch als PISA 2012 results ; Vol. II: Excellence trough equity
    Keywords: Education
    Abstract: This second volume of PISA 2012 results defines and measures equity in education and analyses how equity in education has evolved across countries between PISA 2003 and 2012. The volume examines the relationship between student performance and socio-economic status, and describes how other individual student characteristics, such as immigrant background and family structure, and school characteristics, such as school location, are associated with socio-economic status and performance. The volume also reveals differences in how equitably countries allocate resources and opportunities to learn to schools with different socio-economic profiles. Case studies,examining the policy reforms adopted by countries that have improved in PISA, are highlighted throughout the volume.
    DOI: 10.1787/9789264201132-en
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  • 40
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    A skills beyond school review of Switzerland (2013)
    Paris : OECD
    Details
    ISBN: 9789264062665
    Language: English
    Pages: Online-Ressource (106 S.)
    Edition: Online-Ausg.
    Series Statement: OECD reviews of vocational education and training
    Keywords: Education ; Switzerland
    Abstract: Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of a changing economies? How should the programmes be funded? How should they be linked to academic and university programmes? How can employers and unions be engaged? This report on Switzerland looks at these and other questions.
    DOI: 10.1787/9789264062665-en
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    Post-secondary vocational education and training : pathways and partnerships (2012)
    Paris : OECD
    Details
    ISBN: 9789264097551
    Language: English
    Pages: Online-Ressource (183 S.)
    Edition: Online-Ausg.
    Series Statement: Higher education in regional and city development
    Keywords: Education ; Urban, Rural and Regional Development
    Abstract: Rapid growth of tertiary education is partly due to the expansion of post-secondary vocational education and training (PSV). A well developed post-secondary PSV system and links between universities and VET institutions improve skills and employment opportunities. What is post-secondary PSV and how does it relate to other components of the education system? How do the labour market and globalisation trends impact post-secondary PSV? How do OECD countries address the issues of transition, pathways and collaboration in tertiary education? This report is part of the OECD work on Higher Education in Regional and City Development. In the course of the reviews of more than 30 cities and regions, this work identified VET-university linkages as one of the common issues that impact the engagement of tertiary education in socio-economic development across countries.
    DOI: 10.1787/9789264097551-en
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    OECD reviews of evaluation and assessment in education: Luxembourg 2012 (2012)
    Paris : OECD
    Details
    ISBN: 9789264116795
    Language: English
    Pages: 152 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: OECD reviews of evaluation and assessment in education
    Keywords: Education ; Luxembourg
    Abstract: This book provides, from an international perspective, an independent analysis of major issues facing the educational evaluation and assessment framework, current policy initiatives, and possible future approaches in Luxembourg.
    DOI: 10.1787/9789264116801-en
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    Quality matters in early childhood education and care: Finland 2012 (2012)
    Paris : OECD
    Details
    ISBN: 9789264173569
    Language: English
    Pages: Online-Ressource (113 S.)
    Edition: Online-Ausg.
    Series Statement: Quality matters in early childhood education and care
    Keywords: Education ; Finland
    Abstract: This report reviews quality in childhood education and care in Finland. It suggest strengths and point to areas for further reflection on current policy initiatives.
    DOI: 10.1787/9789264173569-en
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    Grade expectations : how marks and education policies shape students' ambitions; programme for International Student Assessment (2012)
    Paris : OECD
    Details
    ISBN: 9789264187504
    Language: English
    Pages: 138 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: PISA
    Parallel Title: Erscheint auch als Grade expectations
    DDC: 378.198
    RVK:
    CX 3500
    RVK:
    DP 5200
    Keywords: Studium ; Studierende ; Bildungspolitik ; Bildungsverhalten ; OECD-Staaten ; Education ; Student ; Leistungsbeurteilung ; Lernmotivation
    Abstract: While enrolment in tertiary education has increased dramatically over the past decades, many university-aged students do not enrol, nor do they expect to earn a university degree. While it is important to promote high expectations for further education, it is equally important to ensure that students’ expectations are well-aligned with their actual abilities. Grade Expectations: How Marks and Education Policies Shape Students' Ambitions reveals some of the factors that influence students’ thinking about further education. The report also suggests what teachers and education policy makers can do to ensure that more students have the skills, as well as the motivation, to succeed in higher education. In 2009, students in 21 PISA-participating countries and economies were asked about their expected educational attainment. An analysis of PISA data finds that students who expect to earn a university degree show significantly better performance in math and reading when compared to students who do not expect to earn such a university degree. However, performance is only one of the factors that determine expectations. On average across most countries and economies, girls and socio-economically advantaged students tend to hold more ambitious expectations than boys and disadvantaged students who perform just as well; and students with higher school marks are more likely to expect to earn a university degree – regardless of what those marks really measure.
    DOI: 10.1787/9789264187528-en
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    Quality matters in early childhood education and care: Portugal 2012 (2012)
    Paris : OECD
    Details
    ISBN: 9789264176720
    Language: English
    Pages: Online-Ressource (51 S.)
    Edition: Online-Ausg.
    Series Statement: Quality matters in early childhood education and care
    Keywords: Education ; Portugal
    Abstract: Early childhood education and care (ECEC) can bring a wide range of benefits – for children, parents and society at large. However, these benefits are conditional on “quality”. Expanding access to services without attention to quality will not deliver good outcomes for children or long-term productivity benefits for society. This series of country reports focuses on quality issues. Each report tackles a specific theme that was selected by the country reviewed. These reports suggest strengths and point to areas for further reflection on current policy initiatives.
    DOI: 10.1787/9789264176720-en
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  • 46
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    Languages in a global world : learning for better cultural understanding (2012)
    Paris : OECD
    Details
    ISBN: 9789264123243
    Language: English
    Pages: 469 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: Educational research and innovation
    Parallel Title: Druckausg. Languages in a global world
    RVK:
    DO 9000
    RVK:
    DP 4200
    Keywords: Education ; Fremdsprachenlernen ; Soziolinguistik
    Abstract: The rise of globalisation makes language competencies more valuable, both at individual and societal levels. This book examines the links between globalisation and the way we teach and learn languages. It begins by asking why some individuals are more successful than others at learning non-native languages, and why some education systems, or countries, are more successful than others at teaching languages. The book comprises chapters by different authors on the subject of language learning. There are chapters on the role of motivation; the way that languages, cultures and identities are interconnected; the insights that neuroscience provides; migrants, their education and opportunities to learn languages; language learning and teaching in North America; and new approaches to language learning.
    DOI: 10.1787/9789264123557-en
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  • 47
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    Preparing teachers and developing school leaders for the 21st century : lessons from around the world; [key topics from the International summit on the teaching profession] (2012)
    Paris : OECD
    Details
    ISBN: 9789264174214
    Language: English
    Pages: 107 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: International summit on the teaching profession
    Keywords: Education
    Abstract: This book uses PISA data to show that a substantial proportion of students in OECD countries now attend schools that have high degrees of autonomy in different areas of decision making. But effective school autonomy depends on effective leaders, including system leaders, principals, teacher leaders, senior teachers, and head teachers, as well as strong support systems. That, in turn, requires well-distributed leadership, new types of training and development for school leaders, and appropriate support and incentives.
    DOI: 10.1787/9789264174559-en
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  • 48
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    OECD reviews of evaluation and assessment in education: Portugal 2012 (2012)
    Paris : OECD
    Details
    ISBN: 9789264117013
    Language: English
    Pages: 177 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: OECD reviews of evaluation and assessment in education
    Keywords: Education ; Portugal
    Abstract: This book provides, from an international perspective, an independent analysis of major issues facing the educational evaluation and assessment framework, current policy initiatives, and possible future approaches in Portugal.
    DOI: 10.1787/9789264117020-en
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    Learning beyond fifteen : ten years after PISA ; [Programme for International Student Assessment] (2012)
    Paris : OECD
    Details
    ISBN: 9789264172043
    Language: English
    Pages: 118 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: PISA
    Parallel Title: Parallelausg. Apprendre au-delà de l'âge de quinze ans ; Une décennie après l'enquête PISA
    Keywords: Education
    Abstract: This report focuses on the development of reading proficiency during the transition from adolescence to early adulthood. The span of time between the ages of 15 and 24 is a critical period of development for young people. Once compulsory education is completed, individual decisions about post-secondary education, employment and other life choices have to be made with major consequences for future learning and employment outcomes. A good foundation in reading proficiency facilitates success in specialised education during higher education or during job-related training. Since reading proficiency is not the goal of such specialised or professional learning, reading skills may begin to atrophy. So both learning gains and losses need to be considered as human capital is developed. Canada’s investments in PISA, as well as in longitudinal data and reassessment of reading proficiency, provides insights into the importance of individual reading proficiency and later outcomes, such as educational attainment, further learning, employment and earnings. Therefore, this report makes a vital contribution to the understanding of learning gains between the ages of 15 and 24 and their impact on such outcomes, and provides a basis for evidence-based policy and strategic investments by the community of countries participating in PISA
    DOI: 10.1787/9789264172104-en
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    Quality matters in early childhood education and care: Japan 2012 (2012)
    Paris : OECD
    Details
    ISBN: 9789264176621
    Language: English
    Pages: Online-Ressource (111 S.)
    Edition: Online-Ausg.
    Series Statement: Quality matters in early childhood education and care
    Keywords: Education ; Japan
    Abstract: Early childhood education and care (ECEC) can bring a wide range of benefits – for children, parents and society at large. However, these benefits are conditional on “quality”. Expanding access to services without attention to quality will not deliver good outcomes for children or long-term productivity benefits for society. This series of country reports focuses on quality issues. Each report tackles a specific theme that was selected by the country reviewed. These reports suggest strengths and point to areas for further reflection on current policy initiatives.
    DOI: 10.1787/9789264176621-en
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    Delivering school transparency in Australia : national reporting through my school (2012)
    Paris : OECD
    Details
    ISBN: 9789264175884
    Language: English
    Pages: 76 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: Strong performers and successful reformers in education
    Keywords: Brazil ; Canada ; China, People’s Republic ; Finland ; Germany ; Japan ; Poland ; Singapore ; Sweden ; United States ; Education ; Australia
    Abstract: This case study describes the policy-making process in Australia leading to the public release of information on every school in Australia through the My School website. Policy lessons are described to provide insight for OECD member countries which may be grappling with similar issues in developing school accountability systems, particularly those working within federal-state contexts. While some of the lessons from this policy development and implementation process relate specifically to Australia’s circumstances, there are general policy prescriptions of broader interest to other countries seeking to improve school education through measurement and reporting of key factors of school operations and performance.
    DOI: 10.1787/9789264175884-en
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    The experience of new teachers : results from TALIS 2008; [teaching and learning international survey] (2012)
    Paris : OECD
    Details
    ISBN: 9789264120945
    Language: English
    Pages: 112 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: TALIS
    Keywords: Education
    Abstract: This publication provides a comprehensive analysis of the most important issues facing teachers during the early stages of their careers. The effectiveness of teachers fresh to the profession is an important policy issue, especially knowing the impact that teachers have on student learning. The OECD’s Teaching and Learning International Survey (TALIS) is the first and only international survey on the conditions of teaching and learning. This report uses the TALIS 2008 dataset to analyse key aspects of new teachers’ work and highlight policy implications.
    DOI: 10.1787/9789264120952-en
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    Higher education in the Dominican Republic 2012 (2012)
    Paris : OECD
    Details
    ISBN: 9789264177000
    Language: English
    Pages: 179 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: Reviews of national policies for education
    Parallel Title: Parallelausg. Evaluaciones de Políticas Nacionales de Educación; La Educación Superior en la República Dominicana 2012
    Parallel Title: Erscheint auch als Higher education in the Dominican Republic 2012
    Keywords: Studium ; Hochschulpolitik ; Dominikanische Republik ; Education ; Dominican Republic ; Dominikanische Republik ; Hochschulpolitik ; Studium
    Abstract: Following the 2008 OECD review of education policies in the Dominican Republic, the examining team was tasked to assess the condition of higher education in the Dominican Republic, to evaluate policies for higher education and research, and to identify future policy options to help meet the nation’s needs. Against the background report prepared by the Dominican authorities and information supplied in meetings in the course of site visits, this OECD report provides an analysis of the higher education sector within the economic, social and political context of the Dominican Republic. It looks into access, quality and relevance, the effectiveness and governance of the system, its financing as well as its research and innovation capacity. The report concludes with a list of pragmatic recommendations for policy action.
    DOI: 10.1787/9789264177055-en
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    Lessons from PISA for Japan (2012)
    Paris : OECD
    Details
    ISBN: 9789264118515
    Language: English
    Pages: 207 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: Strong performers and successful reformers in education
    Keywords: Education ; Brazil ; Canada ; China, People’s Republic ; Finland ; Germany ; Japan ; Poland ; Singapore ; Sweden ; United States
    Abstract: For decades Japan has remained at or near the top of international assessments of student learning; and in the past decade, students in Japan have become more engaged in learning. However, the government aspires to improve learning outcomes even further. Strong Performers and Successful Reformers in Education: Lessons from PISA for Japan focuses on how Japan is reforming its education system not only to produce better learning outcomes, but to equip students with the skills they need to navigate through the unpredictable labour market of the future and to participate in society as active citizens. This is the second in a series of reports examining how education systems are handling the challenge of preparing their students for a world of interconnected populations, rapid technological change, and instantaneous availability of vast amounts of information. Like the first volume, Strong Performers and Successful Reformers in Education: Lessons from PISA for the United States, this report presents examples from other countries with consistently high-performing education systems or countries that, by redesigning policies and practices, have been able to improve their education outcomes, as measured by the OECD Programme for International Student Assessment (PISA), the world’s most comprehensive and rigorous survey of students’ skills and attitudes towards learning.
    DOI: 10.1787/9789264118539-en
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    Teaching practices and pedagogical innovations : evidence from TALIS; [teaching and learning international survey] (2012)
    Paris : OECD
    Details
    ISBN: 9789264123281
    Language: English
    Pages: 169 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: TALIS
    Keywords: Education
    Abstract: Fortunately, teaching practices help shape the learning experiences and increase motivation and achievement for students. In addition, it has been revealed that when teachers collaborate well together they also tend to work better with students. This new informative publication clearly identifies and arranges profiles in relation to two connected areas of professional teacher practices: classroom teaching practices and participation in professional learning communities. This practical book enables a more comprehensive understanding of teaching practice and participation in professional learning communities nationally and internationally. It provides policy makers and other key stakeholders with the relevant information they need for educational system monitoring.
    DOI: 10.1787/9789264123540-en
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    Tertiary education : developing skills for innovation and long-term growth in Canada (2012)
    Paris : OECD
    Details
    Language: English
    Pages: Online-Ressource , graph. Darst.
    Series Statement: OECD Economics Department working papers 991
    Keywords: Hochschule ; Studium ; Kanada ; Education ; Economics ; Canada ; Amtsdruckschrift ; Arbeitspapier ; Graue Literatur
    Abstract: The tertiary education system in Canada performs well in fostering a skilled workforce with generally good labour-market outcomes and is internationally recognised for its research contributions. Tertiary educational attainment is high, but participation rates will need to continue expanding to maintain the supply of highly skilled labour as the population ages and the needs of the knowledge-based economy rapidly evolve. This should be achieved by encouraging access to higher education for disadvantaged socio-economic groups, while enhancing the flexibility of the system to allow students with diverse needs to move between institutions more easily to meet their learning objectives. Immigration is another important source of skills that could be better utilised. The development of skills for innovation can be improved by increasing the integration of technical, business and communications skills training with practical industry experience within tertiary education programmes. In an environment of government spending restraint, the quality of tertiary education could be strengthened by increasing the distinction between institutions that target research and those that emphasise teaching and re-evaluating tuition policies in provinces where public finances are stretched. This Working Paper relates to the 2012 OECD Economic Review of Canada (www.oecd.org/eco/surveys/Canada).
    Note: Zsfassung in franz. Sprache , Systemvoraussetzungen: Acrobat Reader.
    DOI: 10.1787/5k92pghq4247-en
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    OECD reviews of evaluation and assessment in education: Mexico 2012 (2012)
    Paris : OECD
    Details
    ISBN: 9789264172630
    Language: English
    Pages: 237 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: OECD reviews of evaluation and assessment in education
    Keywords: Education ; Mexico
    Abstract: This book provides, from an international perspective, an independent analysis of major issues facing the educational evaluation and assessment framework, current policy initiatives, and possible future approaches in Mexico.
    DOI: 10.1787/9789264172647-en
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    Connected minds : technology and today's learners (2012)
    Paris : OECD
    Details
    ISBN: 9789264075221
    Language: English
    Pages: 170 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: Educational research and innovation
    Parallel Title: Druckausg. Pedró, Francesc Connected minds
    DDC: 371.33
    RVK:
    QX 850
    Keywords: Wissensgesellschaft ; Lernen ; Digitale Medien ; Internetnutzung ; Computer-assisted instruction ; Education Effect of technological innovations on ; Educational technology ; Internet and youth ; Internet in education ; Education ; Science and Technology ; Electronic books ; Neue Medien ; Schüler ; Lernen
    Abstract: Foreword; Table of contents; Executive summary; Introduction - Why connectedness matters; It's not about technology, it's about connectedness; Reasons for increased policy relevance; How this report is organised; Note; References; How connectedness is shaping the economy and society; Overall economic impact on growth and productivity; Implications for employment and skills; The social uses of technology; Beyond access: new digital divides; Notes; References; How relevant connectedness is for young people; Most young people in OECD countries are fully connected
    Abstract: The intensity and variety of uses of technology and connectednessYet not all young people are equally connected; Notes; References; Contrasting views about the digital generation; Alternative views: evangelists, catastrophists and sceptics; Is there room for yet another approach?; Notes; References; What are the effects of attachment to digital media and connectivity?; A research challenge; Cognitive skills development; Limits of available evidence; Social values and attitudes; Overall conclusion; Notes; References; Are learners' expectations changing?; A rationale for evolving expectations
    Abstract: Teachers' estimates of students' expectationsAre students more reluctant than expected to adopt technology in teaching?; What works for students then?; Notes; References; Emerging issues for education; Mapping out the issues; Entertainment; Information overload?; Knowledge and learning; Socialisation using digital tools; Psychological issues: new problems or new opportunities?; Notes; References; Key findings; References; Implications for educational policy, research and practice; The agenda for the public debate; Implications for policy makers
    Abstract: Implications for educational institutions and teachersImplications for parents; Implications for research; Concluding remarks
    Abstract: In all OECD countries, digital media and connectedness are integral to the lives of today's learners. It is often claimed that these learners are ""new millennium learners"", or ""digital natives"", who have different expectations about education. This book contributes to the debate about the effects of technology attachment and connectedness on today's learners, and their expectations about teaching. The book sets out to answer the following questions: Can the claim that today's students are ""new millenium learners"" or ""digital natives be sustained empirically? Is there consistent research
    Note: Description based upon print version of record
    DOI: 10.1787/9789264111011-en
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    Untapped skills : realising the potential of immigrant students; [programme for International Student Assessment] (2012)
    Paris : OECD
    Details
    ISBN: 9789264172296
    Language: English
    Pages: 202 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: PISA
    Keywords: Education ; Social Issues/Migration/Health
    Abstract: This report reviews recent trends in international migration, describing the size of current foreign-born populations across countries and analysing factors associated to the size and nature of these populations, reviews a set of important differences and similarities across educational systems and gives a brief description of population sizes across countries. It also provides an overview of the evidence emerging from PISA 2009 on the performance and socio-economic background of children of immigrants. Who are the children of immigrants? What do they know and what can they do? How do they differ from other students? Do they approach school and learning in a different way? It examines more closely the issue of assessment language proficiency among immigrant students and its possible impact on cognitive outcomes in PISA. It explores the effect of age at arrival on the performance of immigrant students in the PISA tests of literacy.Selective migration policies of certain countries and the attractiveness of these countries generally to highly educated migrants is also explored. It also discusses the future educational and professional career of the children of immigrant related to their performance in PISA. Does the skill and knowledge disadvantage at age 15 translate into a disadvantage in later educational outcomes? For example, are those children of immigrants less likely to access a post-secondary educational institution?
    DOI: 10.1787/9789264172470-en
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    PISA 2009 technical report : [Programme for International Student Assessment] (2012)
    Paris : OECD
    Details
    ISBN: 9789264040182
    Language: English
    Pages: 385 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: PISA
    Keywords: Education
    Abstract: The PISA 2009 Technical Report describes the methodology underlying the PISA 2009 survey. It examines additional features related to the implementation of the project at a level of detail that allows researchers to understand and replicate its analyses. The reader will find a wealth of information on the test and sample design, methodologies used to analyse the data, technical features of the project and quality control mechanisms.
    DOI: 10.1787/9789264167872-en
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    Quality matters in early childhood education and care: New Zealand 2012 (2012)
    Paris : OECD
    Details
    ISBN: 9789264176690
    Language: English
    Pages: Online-Ressource (55 S.)
    Edition: Online-Ausg.
    Series Statement: Quality matters in early childhood education and care
    Keywords: Education ; New Zealand
    Abstract: Early childhood education and care (ECEC) can bring a wide range of benefits – for children, parents and society at large. However, these benefits are conditional on “quality”. Expanding access to services without attention to quality will not deliver good outcomes for children or long-term productivity benefits for society. This series of country reports focuses on quality issues. Each report tackles a specific theme that was selected by the country reviewed. These reports suggest strengths and point to areas for further reflection on current policy initiatives.
    DOI: 10.1787/9789264176690-en
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  • 62
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    Public and private schools : how management and funding relate to their socio-economic profile; [programme for International Student Assessment] (2012)
    Paris : OECD
    Details
    ISBN: 9789264174917
    Language: English
    Pages: 102 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: PISA
    Parallel Title: Erscheint auch als Public and private schools
    DDC: 379.26
    RVK:
    DV 3000
    RVK:
    DI 2000
    Keywords: Education ; Privatschule ; Öffentliche Schule ; Soziale Schichtung ; Öffentliche Ausgaben ; Schulverwaltung ; PISA-Studie
    Abstract: In most PISA-participating countries and economies, the average socio-economic background of students who attend privately managed schools is more advantaged than that of those who attend public schools. Yet in some countries, there is little difference in the socio-economic profiles between public and private schools. Why? An analysis of PISA results finds that while the prevalence of privately managed schools in a country is not related to socio-economic stratification within a school system, the level of public funding to privately managed schools is: the higher the proportion of public funding allocated to privately managed schools, the smaller the socio-economic divide between publicly and privately managed schools. This report also shows that those countries with narrow socio-economic stratification in their education systems not only maximise equity and social cohesion, but also perform well in the PISA survey.
    DOI: 10.1787/9789264175006-en
    URL: Volltext
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  • 63
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    Reforming Education in England (2012)
    Paris : OECD
    Details
    Language: English
    Pages: 1 Online-Ressource (50 p.) , graph. Darst.
    Series Statement: OECD Economics Department working papers no.939
    Keywords: Education ; Economics ; United Kingdom ; Amtsdruckschrift ; Arbeitspapier ; Graue Literatur
    Abstract: Despite significant increases in spending on child care and education during the last decade, PISA scores suggest that educational performance remains static, uneven and strongly related to parents’ income and background. Better educational performance could improve labour market outcomes, raise growth, lower the consequences of a disadvantaged background and increase social mobility. Given the austere fiscal outlook, improvements have to come from higher efficiency rather than further spending. More focused pre-school spending on disadvantaged children could improve skill formation. Better-targeted funding for disadvantaged children combined with strengthened incentives for schools to attract and support these students would help raising educational outcomes. The government is increasing user choice by expanding the academies programme and introducing Free Schools, but needs to closely follow effects on fair access for disadvantaged children. The impact of increasing user choice on educational outcomes is uncertain, but the government should experiment with proscribing the use of residence criteria in admission to local government maintained schools in some local authorities. Reforms to increase supply flexibility should be pursued. All government funded schools should enjoy the same freedom in hiring and wage setting to level the playing field across different school types. To better gauge progress and inform policy makers, schools and parents on educational outcomes, additional performance measures should be developed and steps taken to lessen the reliance on grades in performance management. Insufficient supply of high-quality vocational programmes and tertiary education study places hamper human capital formation and growth. Stabilising and simplifying vocational education by more focus on high quality apprenticeships would support participation. The government needs to find efficient measures to raise participation especially among children from low income families to replace the abolished educational maintenance allowance. Further reforms to funding of higher education could lower taxpayers’ costs and help finance a needed expansion in the sector. This Working Paper relates to the 2011 OECD Economic Survey of the United Kingdom (www.oecd.org/eco/surveys/uk).
    Note: Zsfassung in franz. Sprache , Systemvoraussetzungen: Acrobat Reader.
    DOI: 10.1787/5k9gsh772h9q-en
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  • 64
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    Skills development pathways in Asia (2012)
    Paris : OECD
    Details
    Language: English
    Pages: Online-Ressource , graph. Darst.
    Series Statement: OECD Local Economic and Employment Development (LEED) working papers 2012/12
    Series Statement: OECD Local Economic and Employment Development (LEED) Papers no.2012/12
    Keywords: Qualifikation ; Berufsbildungspolitik ; Asien ; Education ; Employment ; Industry and Services ; Arbeitspapier ; Graue Literatur
    Abstract: Skills and educational development for inclusive and sustainable growth are becoming significant drivers in OECD countries. Asian countries are not lagging behind on the challenge; on the contrary, they are taking diverse pathways in skills training and education to achieve the end. This report focuses on current efforts in 15 countries in the Asian region: Australia, Cambodia, China, Hong Kong, China, India, Japan, Korea, Malaysia, Mongolia, Nepal, Pakistan, the Philippines, Singapore, Thailand and Viet Nam. Together, these countries represent one of the most dynamic regions in the world, with steady growth, even during the recent financial crisis.
    Note: Systemvoraussetzungen: Acrobat Reader.
    DOI: 10.1787/5k94hdlll7vk-en
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  • 65
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    Let's read them a story! The parent factor in education : [programme for International Student Assessment] (2012)
    Paris : OECD
    Details
    ISBN: 9789264176195
    Language: English
    Pages: 79 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: PISA
    Parallel Title: Parallelausg. Lisons-leur une histoire ! ; Le facteur parental dans l'éducation
    Parallel Title: Parallelausg. ¡Vamos a leer un cuento! El papel de los papás y las mamás en la educación
    Keywords: Education
    Abstract: Most parents know instinctively that spending more time with their children and being actively involved in their education will give their children a good head-start in life. But since most parents have to juggle competing demands at work and home, there never seems to be enough time or they feel ill-equipped to help. This book from OECD's Programme for International Student Assessment (PISA) has some good news for concerned parents: it does not require a Ph.D or unlimited hours for parents to make a difference in their children's education. In fact, many parent-child activities that are associated with better reading performance among students involve relatively little time and no specialised knowledge. What these activities do demand is genuine interest and active engagement. "I enjoyed reading Let's Read Them a Story! The wide sample of countries shows the universality of the conclusions - conclusions which reassure parents that it is important to simply transmit the pleasure of reading to our children. No need to exhaust oneself finding the latest trendy children's books or educational toys; parents should simply read to children, enjoy reading themselves, and make family time to discuss what we've read." -Kristine Minski, mother of two
    DOI: 10.1787/9789264176232-en
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  • 66
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    A skills beyond school review of Denmark (2012)
    Paris : OECD
    Details
    ISBN: 9789264173668
    Language: English
    Pages: Online-Ressource (86 S.)
    Edition: Online-Ausg.
    Series Statement: OECD reviews of vocational education and training
    Keywords: Education ; Denmark
    Abstract: Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of changing economies? How should the programmes be funded? How should they be linked to academic and university programmes? How can employers and unions be engaged? This country report on Denmark looks at these and other questions, and is part of the Skills beyond School series, OECD policy reviews of postsecondary vocational education and training.
    DOI: 10.1787/9789264173668-en
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  • 67
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    A skills beyond school review of Korea (2012)
    Paris : OECD
    Details
    ISBN: 9789264179806
    Language: English
    Pages: Online-Ressource (109 S.)
    Edition: Online-Ausg.
    Series Statement: OECD reviews of vocational education and training
    Keywords: Education ; Korea, Republic of
    Abstract: Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of a changing economies? How should the programmes be funded? How should they be linked to academic and university programmes? How can employers and unions be engaged? This country report on Korea looks at these and other questions, and is part of the Skills beyond School series, OECD policy reviews of postsecondary vocational education and training.
    DOI: 10.1787/9789264179806-en
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  • 68
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    Improving Educational Outcomes in Slovenia (2011)
    Paris : OECD
    Details
    Language: English
    Pages: 1 Online-Ressource (43 p.) , graph. Darst.
    Series Statement: OECD Economics Department working papers 915
    Keywords: Education ; Economics ; Slovenia ; Amtsdruckschrift ; Arbeitspapier ; Graue Literatur
    Abstract: Overall, the education system fares well by international comparison. Slovenia has one of the highest shares of the population aged 25 to 64 to have completed at least upper secondary education, and ranks high in international educational achievement tests. Nevertheless, in some areas, reforms could significantly improve performance and equip the labour force with the skills most in demand in a rapidly changing economy. In particular, low student-teacher ratios, small class sizes, and a high share of non-teaching staff suggest that there is room for improving spending efficiency. Rationalising teaching and non-teaching staff would also free up valuable public resources that could be redirected towards underfunded aspects of the education system. Low enrolment rates in short vocational education programmes and in certain higher education fields, such as science and engineering, contribute to a skill deficit in some occupations, underlining the need to make such programmes more attractive. At the tertiary level, completion rates and spending per student are low by international standards, and students take too long to complete their studies. The combination of low student fees and access to generous financial support, coupled with the preferential treatment of student work until recently, creates “fake students”; it also provides genuine students with an incentive to remain in the tertiary education system too long. Introducing universal tuition fees along with loans with income-contingent repayment would help to address such issues. This Working Paper relates to the 2011 Economic Survey of Slovenia (www.oecd.org/eco/surveys/Slovenia).
    Note: Zsfassung in franz. Sprache , Systemvoraussetzungen: Acrobat Reader.
    DOI: 10.1787/5kg0prg9b1g8-en
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  • 69
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    Raising education outcomes in Switzerland (2011)
    Paris : OECD
    Details
    Language: English
    Pages: 1 Online-Ressource (37 p.) , graph. Darst.
    Series Statement: OECD Economics Department working papers 838
    Parallel Title: Parallele Sprachausgabe Améliorer les résultats de l'enseignement en Suisse
    Parallel Title: Parallelausg. Améliorer les résultats de l'enseignement en Suisse
    Keywords: Bildungsertrag ; Schweiz ; Education ; Social Issues/Migration/Health ; Economics ; Switzerland ; Amtsdruckschrift ; Arbeitspapier ; Graue Literatur
    Abstract: Almost all workers are educated at least to the upper secondary level and vocational education contributes to one of the most successful transition performances of youth to employment in the OECD. Higher education enjoys an excellent reputation, as reflected in one of the highest scientific publication rates relative to population in the OECD and high placements of Swiss universities in international rankings. Participation in continuous education is among the largest in the OECD. Results for children with low socio-economic background or immigration background do not fully measure up to the high standards of the education system. Improving early childhood education and availability of childcare facilities for very young children would raise subsequent educational attainment, especially for these groups of children. Accountability of schools for their education outcomes should be raised. In tertiary education, attainment rates among the young are modest for a high-income OECD country, reflecting the importance of the upper secondary vocational system. A larger supply of tertiary graduates could have benefits for productivity performance especially in the context of demographic ageing. Public spending per pupil on pre-primary education is low in international comparison whereas spending on tertiary academic education per graduate is among the highest in the OECD.
    Note: Zsfassung in franz. Sprache , Systemvoraussetzungen: Acrobat Reader.
    DOI: 10.1787/5kgj3l0wr4q6-en
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  • 70
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    Dominican Republic (2008)
    Paris : OECD
    Details
    ISBN: 9789264040823
    Language: English
    Pages: Online-Ressource
    Edition: Online-Ausg. 2011 Electronic reproduction; Available via World Wide Web
    Series Statement: Reviews of national policies for education
    Keywords: Educational change ; Education ; Education and state
    Abstract: Reforms of education, training and human resource development are integral parts of a market economy. The Dominican Republic has made progress in all these areas since reform began in the 1990s. The challenge for the State Secretariat for Education (SEE), the State Secretariat for Higher Education, Science and Technology (SEECyT) and the National Institute for Technical-Vocational Training (INFOTEP) has been to promote and support changes that meet the needs of both the new economy and society and the interests of all young people and adults, in the face of a shortage of financial and human resources. This book gives a brief overview of regional issues and the history of education in the Dominican Republic and describes the development of education in the country over the past 15 years. It presents an analysis of the education system, identifying key directions for the reinforcement of the reforms in light of the challenges encountered by officials, communities, enterprises, educators, parents and students under very dynamic conditions. It concludes with a set of key recommendations concerning the structure of the system and its labour market relevance; access and equity; financing; governance and management; internationalisation; and research, development and innovation. This review will be very useful for both Dominican professionals and their international counterparts.This review is part of the OECD's ongoing co-operation with non-member economies around the world.
    Note: Includes bibliographical references , Electronic reproduction; Available via World Wide Web
    DOI: 10.1787/9789264040823-en
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  • 71
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    Demand-sensitive schooling? : evidence and issues (2006)
    Paris : OECD
    Details
    ISBN: 9789264028418
    Language: English
    Pages: Online-Ressource (PDF-Datei: 147 S.) , graph. Darst.
    Edition: Online-Ausg. 2011 Electronic reproduction; Available via World Wide Web
    Series Statement: Schooling for tomorrow
    Parallel Title: Druckausg. Demand-sensitive schooling?
    RVK:
    DK 1020
    Keywords: Schule ; Bildungsreform ; OECD-Staaten ; Education ; Education and state ; Amtsdruckschrift ; Graue Literatur ; OECD ; Einstellung ; Eltern ; Erwartung ; Kind ; Nachfrage ; Schulbildung ; Schulentwicklung
    Abstract: Many identify a critical shift from traditional schooling towards the future. It lies in the move from supply-led systems - operating to procedures decided by educational authorities, schools and teachers - towards systems which are much more sensitive to demand. But, whose demands should these be? And what are they? What do we know about the attitudes and expectations of parents and students, who are arguably those with the greatest stake in what goes on in schools? And how well do schools currently recognise these demands? Is sensitivity to the wishes of students, parents and their communities a democratic norm or further evidence of rampant educational consumerism?
    Abstract: Many educational experts are identifying a critical shift from from supply-led systems, operating to procedures decided by educational authorities, schools and teachers, towards systems which are much more sensitive to demand. But whose demands should these be? What are they? And how will schools recognize and cope with them? This book examines different aspects of the demand concept and presents international evidence from Austria, the Czech and Slovak Republics, Denmark, England, Finland, Hungary, Japan, Poland, Spain, and the United States to reveal attitudes and expectations.--Publisher's description
    Description / Table of Contents: Exploring the concept of demand -- Public and parental perceptions of schooling -- Parental choice and diversity of provision -- Parent and community "voice" in schools -- What do the students say? -- The demand dimensions : concluding issues and directions.
    Note: "Project leader David Istance was responsible for this report, along with Henno Theisens. Delphine Grandrieux and Jennifer Cannon prepared and edited the text"--P. 4 , "Centre for Educational Research and Innovation , Includes bibliographical references , Franz. Ausg. u.d.T.: L'école face aux attentes du public , Electronic reproduction; Available via World Wide Web
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