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  • Organisation for Economic Co-operation and Development  (270)
  • Borgonovi, Francesca  (26)
  • Schnorbus, Axel
  • Education  (296)
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  • 1
    Online Resource
    Online Resource
    Not lost in translation : The implications of machine translation technologies for language professionals and for broader society (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (60 p.) , 21 x 28cm.
    Series Statement: OECD Social, Employment and Migration Working Papers no.291
    Keywords: Education ; Employment ; Social Issues/Migration/Health ; Australia ; Canada ; France ; Germany ; Italy ; New Zealand ; Singapore ; Sweden ; United Kingdom ; United States
    Abstract: The paper discusses the implications of recent advances in artificial intelligence for knowledge workers, focusing on possible complementarities and substitution between machine translation tools and language professionals. The emergence of machine translation tools could enhance social welfare through enhanced opportunities for inter-language communication but also create new threats because of persisting low levels of accuracy and quality in the translation output. The paper uses data on online job vacancies to map the evolution of the demand for language professionals between 2015 and 2019 in 10 countries and illustrates the set of skills that are considered important by employers seeking to hire language professionals through job vacancies posted on line.
    DOI: 10.1787/e1d1d170-en
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    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    Emerging trends in AI skill demand across 14 OECD countries (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (64 p.) , 21 x 28cm.
    Series Statement: OECD Artificial Intelligence Papers no.2
    Keywords: Künstliche Intelligenz ; Qualifikation ; Arbeitsnachfrage ; OECD-Staaten ; Education ; Employment ; Science and Technology ; Industry and Services
    Abstract: This report analyses the demand for positions that require skills needed to develop or work with AI systems across 14 OECD countries between 2019 and 2022. It finds that, despite rapid growth in the demand for AI skills, AI-related online vacancies comprised less than 1% of all job postings and were predominantly found in sectors such as ICT and Professional Services. Skills related to Machine Learning were the most sought after. The US-focused part of the study reveals a consistent demand for socio-emotional, foundational, and technical skills across all AI employers. However, leading firms – those who posted the most AI jobs – exhibited a higher demand for AI professionals combining technical expertise with leadership, innovation, and problem-solving skills, underscoring the importance of these competencies in the AI field.
    DOI: 10.1787/7c691b9a-en
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    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    The demand for language skills in the European labour market : Evidence from online job vacancies (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (54 p.) , 21 x 28cm.
    Series Statement: OECD Social, Employment and Migration Working Papers no.294
    Keywords: Education ; Social Issues/Migration/Health ; Austria ; Belgium ; Bulgaria ; Croatia ; Cyprus ; Czech Republic ; Denmark ; Estonia ; Finland ; France ; Germany ; Greece ; Hungary ; Ireland ; Italy ; Latvia ; Lithuania ; Luxembourg ; Malta ; Netherlands ; Poland ; Portugal ; Romania ; Slovak Republic ; Slovenia ; Spain ; Sweden ; United Kingdom
    Abstract: This paper investigates the demand for language skills using data on online job vacancies in 27 European Union member countries and the United Kingdom in 2021. Evidence indicates that although Europe remains a linguistically diverse labour market, knowing English confers unique advantages in certain occupations. Across countries included in the analyses, a knowledge of English was explicitly required in 22% of all vacancies and English was the sixth most required skill overall. A knowledge of German, Spanish, French and Mandarin Chinese was explicitly demanded in between 1% and 2% of all vacancies. One in two positions advertised on line for managers or professionals required some knowledge of English, on average across European Union member countries and across OECD countries in the sample. This compares with only one in ten positions for skilled agricultural, forestry and fishery workers and among elementary occupations.
    DOI: 10.1787/e1a5abe0-en
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  • 4
    Online Resource
    Online Resource
    Young people’s environmental sustainability competence : Emotional, cognitive, behavioural, and attitudinal dimensions in EU and OECD countries (2022)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (91 p.) , 21 x 28cm.
    Series Statement: OECD Social, Employment and Migration Working Papers no.274
    Keywords: Education ; Social Issues/Migration/Health ; Employment ; Environment ; Australia ; Austria ; Belgium ; Bulgaria ; Canada ; Chile ; Colombia ; Costa Rica ; Croatia ; Czech Republic ; Denmark ; Estonia ; Finland ; France ; Germany ; Greece ; Hungary ; Iceland ; Ireland ; Israel ; Italy ; Japan ; Korea, Republic of ; Latvia ; Lithuania ; Luxembourg ; Malta ; Mexico ; Netherlands ; New Zealand ; Norway ; Poland ; Portugal ; Romania ; Slovak Republic ; Slovenia ; Spain ; Sweden ; Switzerland ; Türkiye ; United Kingdom ; United States
    Abstract: The paper is the first in a series of two papers mapping young people’s environmental sustainability competence in EU and OECD countries that were prepared as background for the forthcoming OECD Skills Outlook 2023 publication. The papers are the results of a collaboration between the OECD Centre for Skills and the European Commission - Joint Research Centre (Unit B4) on students’ environmental sustainability competence. The second paper is titled: ‘The environmental sustainability competence toolbox: From leaving a better planet to our children to leaving better children for our planet’.
    DOI: 10.1787/1097a78c-en
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  • 5
    Online Resource
    Online Resource
    Swimming skills around the world : Evidence on inequalities in life skills across and within countries (2022)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (58 p.) , 21 x 28cm.
    Series Statement: OECD Social, Employment and Migration Working Papers no.281
    Keywords: Education ; Social Issues/Migration/Health ; Employment ; Australia ; Austria ; Belgium ; Bulgaria ; Canada ; Chile ; Colombia ; Costa Rica ; Czech Republic ; Denmark ; Finland ; France ; Germany ; Greece ; Hong Kong, China ; Hungary ; Iceland ; Ireland ; Israel ; Italy ; Japan ; Lithuania ; Mexico ; Netherlands ; New Zealand ; Norway ; Poland ; Slovak Republic ; Slovenia ; Spain ; Switzerland ; Türkiye ; United Kingdom ; United States
    Abstract: Being able to swim empowers individuals to make choices, have agency, and be free to choose core aspects of their life, such as working safely on or near water. It is also associated with lifelong health benefits and reduces the risk of drowning. Using data from the Lloyd’s Register Foundation World Risk Poll 2019, this paper provides the first global estimates of adults’ ability to swim without assistance. Individuals in high-income countries are considerably more likely to report being able to swim without assistance than individuals in low-income countries. Disparities also exist within countries. In particular, women are less likely to be able to swim without assistance than men in virtually all countries, birth cohorts, and levels of education. Investing in reducing inequalities in life skills, such as swimming, can foster economic development and empowerment, especially in light of threats, such as climate change.
    DOI: 10.1787/0c2c8862-en
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  • 6
    Online Resource
    Online Resource
    Understanding how economic conditions and natural disasters shape environmental attitudes : A cross-country comparison to inform policy making (2022)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (75 p.) , 21 x 28cm.
    Series Statement: OECD Social, Employment and Migration Working Papers no.280
    Keywords: Education ; Social Issues/Migration/Health ; Employment ; Australia ; Austria ; Belgium ; Canada ; Chile ; Colombia ; Czech Republic ; Denmark ; Estonia ; Finland ; France ; Germany ; Greece ; Hungary ; Iceland ; Ireland ; Israel ; Italy ; Japan ; Korea, Democratic People's Republic of ; Latvia ; Lithuania ; Mexico ; Netherlands ; New Zealand ; Norway ; Poland ; Portugal ; Slovak Republic ; Slovenia ; Spain ; Sweden ; Switzerland ; Türkiye
    Abstract: Understanding adults’ attitudes towards the environment is necessary to gauge the opportunities and challenges of creating effective and politically-feasible climate policies. Using data from the Wellcome Global Monitor 2020, the European Social Survey (Round 8), World Values Survey and EM-DAT, this paper examines how adults’ environmental attitudes vary within and across countries and details how environmental attitudes are associated with adults’ engagement in pro-environmental behaviours and support for environmentally-friendly policies. The paper explores whether the extent to which individuals prioritise the environment over the state of the economy or vice versa depends on individuals’ exposure to natural disasters or negative labour market conditions. Results indicate that people’s economic vulnerability and the sectors they work in impact their attitudes towards their environment and support for public policy. Furthermore, the findings suggest that increases in unemployment and exposure to natural disasters influence the extent to which individuals prioritise the environment.
    DOI: 10.1787/8e880ea2-en
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    MPI Ethno. Forsch.
  • 7
    Online Resource
    Online Resource
    The environmental sustainability competence toolbox : From leaving a better planet for our children to leaving better children for our planet (2022)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (79 p.) , 21 x 28cm.
    Series Statement: OECD Social, Employment and Migration Working Papers no.275
    Keywords: Education ; Social Issues/Migration/Health ; Employment ; Environment ; Australia ; Austria ; Belgium ; Bulgaria ; Canada ; Chile ; Colombia ; Costa Rica ; Croatia ; Czech Republic ; Denmark ; Estonia ; Finland ; France ; Greece ; Hungary ; Iceland ; Ireland ; Italy ; Japan ; Korea, Republic of ; Latvia ; Lithuania ; Luxembourg ; Malta ; Mexico ; Netherlands ; New Zealand ; Norway ; Poland ; Portugal ; Romania ; Slovak Republic ; Slovenia ; Spain ; Sweden ; Türkiye ; United Kingdom ; United States
    Abstract: The paper is the second in a series of two papers mapping young people’s environmental sustainability competence in EU and OECD countries that were prepared as background for the forthcoming OECD Skills Outlook 2023 publication. The papers are the results of a collaboration between the OECD Centre for Skills and the European Commission - Joint Research Centre (Unit B4) on students’ environmental sustainability competence. The first paper is titled ‘Young people’s environmental sustainability competence: Emotional, cognitive, behavioural and attitudinal dimensions in EU and OECD countries.
    DOI: 10.1787/27991ec0-en
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    MPI Ethno. Forsch.
  • 8
    Online Resource
    Online Resource
    Promoting inclusive education for diverse societies : A conceptual framework (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (57 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.260
    Keywords: Bildungspolitik ; Soziale Integration ; Ethnische Vielfalt ; Education ; Amtsdruckschrift
    Abstract: In many countries, schools and classrooms are becoming increasingly diverse along a variety of dimensions, including migration; ethnic groups, national minorities and Indigenous peoples; gender; gender identity and sexual orientation; special education needs; and giftedness. To navigate this diversity, adopting a multidimensional and intersectional lens could help education systems promote equity and inclusion in education and foster the well-being and learning of all students. Such an approach could also support education systems in preparing all individuals so that they can engage with others in increasingly complex and diverse societies. To build equitable and inclusive education systems, analysing policy issues regarding governance arrangements, resourcing schemes, capacity building, school-level interventions, and monitoring and evaluation is key. The Strength through Diversity: Education for Inclusive Societies project seeks to help governments and education systems address diversity to achieve more equitable and inclusive education systems. This paper presents the project’s theoretical and analytical framework.
    DOI: 10.1787/94ab68c6-en
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  • 9
    Online Resource
    Online Resource
    Strength through diversity : Country spotlight report for Chile (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (115 p.)
    Series Statement: OECD Education Working Papers no.210
    Keywords: Education ; Chile
    Abstract: Chile is now working to develop stronger integration processes after being largely unprepared for the influx of immigrants who arrived in recent years. In the education sector, evidence suggests important differences in the academic and well-being outcomes between students with an immigrant background and native Chilean students. While available data on immigrant students in Chile is limited, these disparities highlight the need to reflect on the types of policies that can reverse emerging gaps, advance the educational and long-term success of students and promote social cohesion. As such, the Ministry of Education invited the OECD Strength through Diversity project to develop this Spotlight Report, which examines four policy priorities regarding the inclusion of immigrant and refugee students in the country: (1) School choice and segregation; (2) Language training; (3) Capacity building; and (4) Inclusive education. The findings of this report reflect existing OECD work on education policy in Chile and in the area of migration policy. The report also draws on national data, questionnaire results on policies and practices implemented in Chile to support the educational achievement and socio emotional well-being of immigrant students and examples of policies and practices in peer-learner countries and regions that were collected through desk based research (notably from Australia, Canada, the Netherlands, Sweden and the United States). Finally, interviews conducted by the OECD Strength through Diversity team during a review mission and a stakeholder workshop that took place in Santiago in June 2018 help inform the report.
    DOI: 10.1787/058bc849-en
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  • 10
    Online Resource
    Online Resource
    Strength through diversity’s Spotlight Report for Sweden (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (146 p.)
    Series Statement: OECD Education Working Papers no.194
    Keywords: Education ; Sweden
    Abstract: Within OECD countries, Sweden has historically welcomed large numbers of migrants, in particular migrants seeking humanitarian protection. Since 2015, this large influx of new arrivals with multiple disadvantages has put a well-developed integration system under great pressure and highlighted a number of challenges for education policy given current institutional frameworks. PISA 2015 shows that immigrant students fare considerably worse than native students in terms of academic and well-being outcomes also after accounting for differences in social-economic background. The OECD has identified four priority areas for Sweden for closing the gap between immigrant and native students: (1) Facilitating the access of immigrants to school choice, (2) Building teaching capacity, (3) Providing language training and (4) Strengthening the management of diversity. The findings in this Spotlight Report are based on existing OECD work in the area of immigrant integration in education, OECD and national data, a questionnaire on the range of policies and practices in Sweden and good practice examples for the integration in the education system in peer-learner countries and regions [Austria, Germany, the Netherlands and North America (Canada and the United States)], which were identified of particular relevance for Sweden. The report also includes policy pointers on what policies and practices Sweden could adopt to respond to the current integration challenges in the four priority areas.
    DOI: 10.1787/059ce467-en
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  • 11
    Online Resource
    Online Resource
    Using process data to understand adults’ problem-solving behaviour in the Programme for the International Assessment of Adult Competencies (PIAAC) : Identifying generalised patterns across multiple tasks with sequence mining (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (50 p.)
    Series Statement: OECD Education Working Papers no.205
    Keywords: Education
    Abstract: The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), used computers as the main assessment deliver platform. This enabled the Programme to collect data not only on whether respondents were able to solve specific tasks, but also on how they approached the problems at hand and how much time they spent on them. This paper draws on this information to characterise individuals’ problem-solving strategies using the longest common subsequence (LCS) method, a sequence-mining technique commonly used in natural language processing and biostatistics. The LCS is used to compare the action sequences followed by PIAAC respondents to a set of “optimal” predefined sequences identified by test developers and subject matter experts. This approach allows studying problem-solving behaviours across multiple assessment items.
    DOI: 10.1787/650918f2-en
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  • 12
    Online Resource
    Online Resource
    Performance et bien-être des élèves issus de l’immigration : Comment se situent les différents pays ? (2018)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (8 p.)
    Series Statement: PISA à la loupe no.82
    Parallel Title: Parallele Sprachausgabe How do the performance and well-being of students with an immigrant background compare across countries?
    Keywords: Education
    Abstract: Le maintien de la cohésion sociale en présence de flux migratoires importants dépend de la capacité des sociétés à intégrer les immigrés. L’éducation peut aider ces derniers à acquérir des compétences et à contribuer à l’économie de leur pays d’accueil ; elle peut aussi favoriser leur bien-être socio-affectif et encourager leur motivation à participer à la vie sociale et civique de leur nouvelle communauté – et, ce faisant, faciliter leur intégration. Toutefois, veiller à ce que les élèves issus de l’immigration présentent de bons résultats sur le plan du bien-être représente un défi de taille, car nombre d’élèves immigrés ou d’origine mixte doivent surmonter à la fois les obstacles liés au changement de leur lieu de vie, au désavantage socio-économique, à la barrière de la langue et à la difficulté de se forger une nouvelle identité.
    DOI: 10.1787/a707ffd8-fr
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  • 13
    Online Resource
    Online Resource
    The role of education in promoting positive attitudes towards migration at times of stress (2018)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (54 p.)
    Series Statement: OECD Education Working Papers no.185
    Keywords: Education
    Abstract: The paper examines the role of education in shaping individuals’ attitudes towards migration in European countries using data from the 2012, 2014 and 2016 editions of the European Social Survey (rounds 6, 7 and 8). Results indicate that, despite the large influx of migrants experienced by many European countries in 2015, attitudes towards migration reported by 25-65 year olds did not vary significantly over the period considered. Education was strongly associated with individuals’ attitudes towards migration although the strength of the association and how the association changed over time varied greatly across countries. On average a difference of one standard deviation in educational participation is associated with a difference of 20% of a standard deviation in reported opposition to migration. Around three quarters of the association between education and opposition to migration can be explained by the lower economic threat, cultural threat and prejudice that individuals with higher educational participation experience.
    DOI: 10.1787/1d73c833-en
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  • 14
    Online Resource
    Online Resource
    The gender gap in educational outcomes in Norway (2018)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (122 p.)
    Series Statement: OECD Education Working Papers no.183
    Keywords: Education ; Norway
    Abstract: As is the case in most OECD countries, boys in Norway are more likely to have lower levels of academic achievement and attainment than girls. While this phenomenon is not recent, it has become increasingly pronounced in recent years and, as a result, is attracting considerable attention from policy-makers in many countries. This paper develops evidence of gender gaps in educational outcomes in Norway and selected OECD countries and identifies examples of policies and practices that could help close existing gender gaps in Norway. The first part of the paper describes gender gaps in school achievement, attainment, attitudes, beliefs and behaviours using an international comparative analysis. Evidence from PIRLS, TIMSS, PISA and the OECD Survey of Adult Skills (PIAAC) is used to identify gender gaps during primary and secondary schooling as well as young adulthood. The second part of the paper summarises evidence on policies and practices that were implemented in other countries and that could support efforts in Norway to mitigate, prevent and reduce gender gaps in achievement and attainment. Most of the evidence on policies and practices reviewed in the report comes from the peer countries Finland, the Netherlands and the United States that were identified of particular relevance for Norway, given the policy challenge Norway faces.
    DOI: 10.1787/f8ef1489-en
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  • 15
    Online Resource
    Online Resource
    Academic resilience : What schools and countries do to help disadvantaged students succeed in PISA (2018)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (40 p.)
    Series Statement: OECD Education Working Papers no.167
    Keywords: Education
    Abstract: Resilience refers to the capacity of individuals to prosper despite encountering adverse circumstances. This paper defines academic resilience as the ability of 15-year-old students from disadvantaged backgrounds to perform at a certain level in the Programme for International Student Assessment (PISA) in reading, mathematics and science that enables them to play an active role in their communities and prepares them to make the most of lifelong-learning opportunities. Using data from the most recent PISA cycles, this paper explores changes in the share of resilient students over time (2006-2015); highlights the importance of school environments and resources in mitigating the risk of low achievement for disadvantaged students; and identifies school-level factors that are associated with the likelihood of academic resilience among socio-economically disadvantaged students. Analyses reveal that several countries were able to increase the share of resilient students over time, reflecting improvements in the average performance of students, or a weaker relationship between socio-economic status and performance. In the vast majority of education systems examined, the likelihood of academic resilience among disadvantaged students is lower in schools where students report a negative classroom climate. The paper concludes by exploring school policies and practices that are associated with a positive classroom climate.
    DOI: 10.1787/e22490ac-en
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  • 16
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    Association between literacy and self-rated poor health in 33 high-and upper-middle-income countries (2018)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (47 p.)
    Series Statement: OECD Education Working Papers no.165
    Keywords: Education
    Abstract: We assess the relationship between general literacy skills and health status by analysing data from the Programme for the International Assessment of Adult Competencies (PIAAC), an international survey of about 250 000 adults aged 16-65 years conducted by the Organisation for Economic Co-operation and Development (OECD) from 2011-15 in 33 countries/national sub-regions. Across countries, there seems to be a strong and consistent association between general literacy proficiency and self-rated poor health, independent of prior socio-economic status and income. General literacy proficiency also appears to be a mediator of the association between self-education and self-rated poor health. While the literacy-health association is robust over time, it varies in magnitude across countries. It is strongest for those with a tertiary or higher degree and does not appear to exist among young adults (ages 25 to 34 years). Future studies are required to understand the contextual factors that modify the general literacy proficiency-health association.
    DOI: 10.1787/7aaeac27-en
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  • 17
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    How do the performance and well-being of students with an immigrant background compare across countries? (2018)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (8 p.)
    Series Statement: PISA in Focus no.82
    Parallel Title: Parallele Sprachausgabe Performance et bien-être des élèves issus de l’immigration : Comment se situent les différents pays ?
    Keywords: Education
    Abstract: The ability of societies to preserve social cohesion in the presence of large migration flows depends on their capacity to integrate immigrants. Education can help immigrants acquire skills and contribute to the host-country economy; it can also foster immigrants’ social and emotional well-being and sustain their motivation to participate in the social and civic life of their new communities – and, by doing so, help them integrate more easily. But ensuring that students with an immigrant background have good well-being outcomes represents a significant challenge, because many immigrant or mixed-heritage students must overcome the adversities associated with displacement, socio-economic disadvantage, language barriers and the difficulty of forging a new identity all at the same time.
    DOI: 10.1787/a9e8c1ab-en
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  • 18
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    The evolution of gender gaps in numeracy and literacy between childhood and adulthood (2018)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (27 p.)
    Series Statement: OECD Education Working Papers no.184
    Keywords: Education
    Abstract: Numeracy and literacy skills have become increasingly important in modern labour markets. The large gender differences that several studies have identified have therefore sparked considerable attention among researchers and policy makers. Little is known about the moment in which such gaps emerge, how they evolve and if their evolution differs across countries. We use data from large-scale international assessments to follow representative samples of birth-cohorts over time, and analyse how gender gaps in numeracy and literacy evolve from age 10 to age 27. Our results suggest that, across the countries examined, males’ advantage in numeracy is smallest at age 10 and largest at age 27. The growth in magnitude of the gender gap is particularly pronounced between the age of 15 and 27. Such evolution stands in sharp contrast with the evolution of the gender gap in literacy, which is small at age 10, large and in favour of females at age 15, and negligible by age 27.
    DOI: 10.1787/0ff7ae72-en
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  • 19
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    Youth in Transition : How Do Some of The Cohorts Participating in PISA Fare in PIAAC? (2017)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (117 p.)
    Series Statement: OECD Education Working Papers no.155
    Keywords: Education
    Abstract: This paper uses data from PISA and the OECD Survey of Adult Skills (PIAAC) to examine the evolution of socio-economic and gender disparities in literacy and numeracy proficiency between the ages of 15 and 27 in the sample of countries that took part in both studies. Socio-economic disparities are exacerbated between the age of 15 and 27 and the socio-economic gap in proficiency widens, particularly among low-achievers. Gender disparities in literacy at age 15 are marked across the performance spectrum but are particularly wide among low-performers. However, by age 24 there is no difference in the literacy proficiency of males and females. The gender gap in numeracy at age 15 is quantitatively small when compared with the gap in literacy, although it is more pronounced among high achievers. The paper canvasses possible explanations for the trends observed and discusses implications for policy and practice, including the extent to which the lack of an established link between PISA and PIAAC limits the analytical value of the two studies.
    DOI: 10.1787/51479ec2-en
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  • 20
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    Adaptive problem solving : Moving towards a new assessment domain in the second cycle of PIAAC (2017)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (56 p.)
    Series Statement: OECD Education Working Papers no.156
    Keywords: Education
    Abstract: The set of skills that is required to be a successful citizen in the 21st century is rapidly evolving. New technologies and social systems grow increasingly complex and require individuals to quickly and flexibly adapt to new and changing circumstances. This paper outlines the key features of the domain of adaptive problem solving that is proposed to be assessed in the 2nd cycle of the OECD Survey of Adult Skills (PIAAC) in addition to the domains of numeracy and literacy. Adaptive problem solving is considered to be a crucial 21st century skill that combines cognitive and meta-cognitive processes. The paper develops a definition of adaptive problem solving building on relevant work in cognitive psychology and cognitive science, introduces its covariates and preconditions, discusses relevant assessment principles, and provides insights on the relevance of adaptive problem solving for labour markets and social integration.
    DOI: 10.1787/90fde2f4-en
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  • 21
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    Birthplace diversity, income inequality and education gradients in generalised trust : The relevance of cognitive skills in 29 countries (2017)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (40 p.)
    Series Statement: OECD Education Working Papers no.164
    Keywords: Education
    Abstract: The paper examines between-country differences in the mechanisms through which education could promote generalised trust using data from 29 countries participating in the OECD’s Survey of Adult Skills (PIAAC). Results indicate that education is strongly associated with generalised trust and that a large part of this association is mediated by individuals’ literacy skills, income and occupational prestige. However, education gradients in levels of generalised trust and in the extent to which they are due to social stratification mechanisms or cognitive skills mechanisms vary across countries. Differences across countries in birthplace diversity and income inequality are correlated with how strongly education is associated with trust in different countries, as well as in the relative magnitude of direct and indirect associations. In particular, the relationship between literacy skills and generalised trust is stronger in the presence of greater birthplace diversity but is weaker in the presence of greater income inequality.
    DOI: 10.1787/f16a8bae-en
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    A Framework for the Analysis of Student Well-Being in the PISA 2015 Study : Being 15 In 2015 (2016)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (66 p.) , 21 x 29.7cm.
    Series Statement: OECD Education Working Papers no.140
    Keywords: Education
    Abstract: In 2015, PISA (the Programme for International Student Assessment) asked students to describe their well-being in addition to collecting information on students’ subject-specific skills. This paper provides a comprehensive overview and details the policy relevance of the following five dimensions of well-being covered in PISA 2015: cognitive, psychological, social, physical and material well-being. In addition, the paper outlines the underlying indicators of each dimension and their theoretical and analytical value for education policy. This paper concludes by identifying data gaps within the indicators and exploring how future cycles of PISA could bridge these gaps in order to provide a more comprehensive portrait of students’ well-being.
    DOI: 10.1787/5jlpszwghvvb-en
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  • 23
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    The ABC of Gender Equality in Education : Aptitude, Behaviour, Confidence (2015)
    Paris : OECD Publishing
    Details
    ISBN: 9789264229945
    Language: English
    Pages: Online-Ressource (180 p.) , ill.
    Series Statement: PISA
    Parallel Title: Parallelausg. L'égalité des sexes dans l'éducation ; Aptitudes, comportement et confiance
    Parallel Title: Parallelausg. L'égalité des sexes dans l'éducation
    Parallel Title: Erscheint auch als The ABC of gender equality in education
    RVK:
    DU 4000
    Keywords: Bildungschancen ; Geschlechterunterschiede ; Schüler ; OECD-Staaten ; Education ; PISA-Studie ; Geschlechtsunterschied ; Schulleistungsmessung
    Abstract: This fascinating compilation of the recent data on gender differences in education presents a wealth of data, analysed from a multitude of angles in a clear and lively way. In particular it looks at underperformance among boys, lack of self confidence among girls and family, school and societal influences before addressing policies to help boys and girls reach their full potential.
    DOI: 10.1787/9789264229945-en
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  • 24
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    The educational roots of trust (2015)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (55 p.) , 21 x 29.7cm.
    Series Statement: OECD Education Working Papers no.119
    Keywords: Education
    Abstract: Trust is important for social and economic well-being, for enhancing social cohesion and strengthening resilience, and for maintaining security and order in our societies. Trust is the foundation upon which social capital is built and it also is intimately related to human capital. This work examines the association between education and levels of interpersonal trust, using data from the OECD’s Survey of Adult Skills (PIAAC). Our analysis demonstrated that education strengthens the cognitive and analytical capacities needed to develop, maintain, and (perhaps) restore trust in both close relationships as well as in anonymous others. It does so both directly, through building and reinforcing literacy and numeracy in individuals, and indirectly, through facilitating habits and reinforcing behaviours such as reading and writing at home and at work. Education and trust are thus fundamentally intertwined and dependent on each other. While all countries across the OECD have been striving to improve their education systems in terms of student achievement levels, this analysis suggests that there are also concrete elements that could be usefully addressed in order to reinforce and strengthen trust.
    DOI: 10.1787/5js1kv85dfvd-en
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  • 25
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    Literacy, Numeracy and Problem Solving in Technology-Rich Environments : Framework for the OECD Survey of Adult Skills (2012)
    Paris : OECD Publishing
    Details
    ISBN: 9789264128859
    Language: English
    Pages: Online-Ressource (60 p.)
    Parallel Title: Erscheint auch als Literacy, numeracy and problem solving in technology-rich environments
    RVK:
    DW 1000
    Keywords: Qualifikation ; Erwachsene ; Analphabetismus ; Informationstechnik ; OECD-Staaten ; Education ; Erwachsener ; Schreib- und Lesefähigkeit ; Rechenfähigkeit
    Abstract: A basic level of literacy and numeracy is essential for full participation in modern societies. While very few people in most of the advanced countries could be regarded as illiterate or innumerate, recent studies have shown that there are, in fact, significant numbers of people with poor skills, and that low levels of skills are associated with lower wages and greater chances of unemployment and disengagement from the labour market. At the same time, technological changes, particularly the increasing presence of information and communication technologies in all areas of life, have led to a growing demand for higher-level cognitive skills that involve understanding, interpreting, analysing and communicating complex information. In this context, policy makers need the most comprehensive and up-to-date information if they want to ensure that the supply of skills in the labour force matches labour-market demand. The Programme for the International Assessment of Adult Competencies (PIAAC), an international assessment of adult skills managed by the OECD, will be central in providing that information. Implemented by 25 countries in Europe, the Americas and Asia, PIAAC is compiling one of the richest sources of data regarding the skills that adults use in their work, home and communities, and related information, including family background, education, employment, income, civic participation and health. Results from the data, which are being collected from August 2011 to March 2012, will be available at the end of 2013. This report maps the development of the Programme, from determining what should be measured, to defining the meaning of PIAAC’s three core domains, “literacy”, “numeracy” and “problem solving in technology-rich environments”, to designing assessment tasks and determining how those tasks will be interpreted. It summarises the draft frameworks, developed by dedicated experts, for each of the assessment domains, and includes examples of the items and stimuli used to measure proficiency in the three domains. In essence, it provides an overview and a look at the underpinnings of PIAAC.
    DOI: 10.1787/9789264128859-en
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  • 26
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    How Has the Global Economic Crisis Affected People with Different Levels of Education ? (2012)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: Education Indicators in Focus no.1
    Keywords: Education
    Abstract: With all the economic turmoil of the past several years, have you ever wished you could buy an insurance policy to protect against the effects of a global recession? Well, such an insurance policy already exists – and it’s called higher education. During the first two years of the global economic crisis, in country after country, people with a tertiary (higher) education were much less likely to be unemployed, much more likely to be participating in the labour force, and more likely to have higher earnings, compared to their less-educated counterparts. These and other findings are discussed in the first issue of the OECD’s new education brief series, Education Indicators in Focus.
    DOI: 10.1787/5k9fgpwlc6s0-en
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  • 27
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    Does Money Buy Strong Performance in PISA? (2012)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PISA in Focus no.13
    Parallel Title: Parallelausg. Argent rime-t-il avec bonne performance dans l'enquête PISA ?
    Keywords: Education
    Abstract: This issue will show that strong performers do not invest scarce resources in smaller classes, but in higher teachers' salaries. They are neither the countries that spend the most on education, nor are they the wealthiest countries; rather they are the countries that are committed to providing high-quality education to all students in the belief that all students can achieve at high levels.
    DOI: 10.1787/5k9fhmfzc4xx-en
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  • 28
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    Networks of Innovation : Towards New Models for Managing Schools and Systems (Hungarian version) (2012)
    Budapest : Hungarian Institute for Educational Research and Development
    Details
    ISBN: 9789264174610
    Language: Hungarian
    Pages: Online-Ressource , ill.
    Parallel Title: Parallelausg. Networks of Innovation; Towards New Models for Managing Schools and Systems
    Parallel Title: Parallelausg. Réseaux d'innovation ; Vers de nouveaux modèles de gestion des écoles et des systèmes
    Parallel Title: Parallelausg. Networks of Innovation: Towards New Models for Managing Schools and Systems
    Parallel Title: Parallelausg. Réseaux d'innovation : Vers de nouveaux modèles de gestion des écoles et des systèmes
    Keywords: Education ; Governance
    Abstract: A hazai és nemzetközi tapasztalatok alapján az intézményi, helyi és rendszerszintű változások elősegítéséhez célszerű az érintettek partnerségére törekedni, és a párhuzamos erőfeszítések révén nyert tudást, valamint a működő gyakorlatok cseréjét a hálózatos működés lehetőségeivel támogatni. A meglévő tapasztalatok ellenére a hálózatokban zajló munka, különösen új hálózatok építése és működésük vagy növekedésük segítése, áldozattal járó kihívás a többség számára. A horizontális együttműködéssel járó erőfeszítések olyan befektetést jelentenek, amelyek számos közvetett hatáson keresztül és gyakran csak hosszabb távon „térülnek meg”. A hálózatosodás szakmai és pénzügyi ösztönzése csökkentheti a többletvállalásoktól való tartózkodást, a szakmai elbizonytalanodás és a konfliktusoktól való félelem kockázatát. A pályázati lehetőségeken túl az eredményes együttműködés technikai és emberi dimenzióira is nagy hangsúlyt kell fektetni. Az e területre vonatkozó tudás gyarapításához kíván lendületet adni a kiadvány, melynek kérdésfelvetéseit, elméleti alapvetéseit és esettanulmányokra épülő gyakorlati következtetéseit reményeink szerint izgalmas viták és a hálózatosodás további erősödése követheti majd.
    DOI: 10.1787/9789264174610-hu
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    Equity and Quality in Education : Supporting Disadvantaged Students and Schools (2012)
    Paris : OECD Publishing
    Details
    ISBN: 9789264130852
    Language: English
    Pages: Online-Ressource (168 p.)
    Keywords: Education
    Abstract: Across OECD countries, almost one in every five students does not reach a basic minimum level of skills. In addition, students from disadvantaged socio-economic backgrounds are twice as likely to be low performers. Lack of fairness and inclusion can lead to school failure and this means that one in every five young adults on average drop out before completing upper secondary education. Reducing school failure pays off for both society and individuals. The highest performing education systems across OECD countries combine quality with equity. This report presents policy recommendations for education systems to help all children succeed in their schooling.
    DOI: 10.1787/9789264130852-en
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  • 30
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    Are Boys and Girls Ready for the Digital Age? (2012)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PISA in Focus no.12
    Parallel Title: Parallelausg. Garçons et filles sont-ils également prêts à affronter l'ère numérique ?
    Keywords: Education
    Abstract: Information and communication technologies revolutionise not only the speed at which information can be transmitted, but also how information is conveyed and received. Technological innovations have a profound effect on the types of skills that are demanded in today's labour markets and the types of jobs that have the greatest potential for growth. Most of these jobs now require some familiarity with, if not mastery of, navigating through digital material where readers determine the structure of what they read rather than follow the pre-established order of text as presented in a book…
    DOI: 10.1787/5k9gzj7398bw-en
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  • 31
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    How Are Countries Around the World Supporting Students in Higher Education? (2012)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: Education Indicators in Focus no.2
    Keywords: Education
    Abstract: Few would dispute that having a higher education is more important than ever to help people build positive economic futures and strengthen the knowledge economies of countries. Yet as the second issue of the OECD’s new brief series Education Indicators in Focus explains, OECD countries have adopted dramatically different strategies for increasing higher education access – both in terms of how higher education is financed, and in the level of financial support they provide to individuals seeking a degree.
    DOI: 10.1787/5k9fd0kd59f4-en
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  • 32
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    Parental Involvement in Selected PISA Countries and Economies (2012)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (164 p.) , 21 x 29.7cm.
    Series Statement: OECD Education Working Papers no.73
    Keywords: Education
    Abstract: Studies have highlighted the beneficial effects of parental involvement in children’s educational lives. Few studies, however, analyse parental involvement in a cross-national perspective and few evaluate a wide array of forms of involvement. In 2009, 14 countries and economies implemented the parental questionnaire option in the PISA 2009 cycle. This working paper evaluates the levels of parental involvement across countries and sub-groups within countries, as well as the relationship of involvement with both cognitive (reading performance) and non-cognitive outcomes (enjoyment of reading and awareness of effective summarising strategies). Findings suggest that some forms of parental involvement are more strongly related to cognitive and non-cognitive outcomes than others. These include reading to children when they are young, engaging in discussions that promote critical thinking and setting a good example. Findings also show that levels of parental involvement vary across countries and economies. Inequalities in parental involvement exist in practically all countries and economies. Policy implications signal the possibility that promoting higher levels of parental involvement may increase students’ both cognitive and non-cognitive outcomes, and that high-quality parental involvement may help reduce performance differences across socio-economic groups.
    DOI: 10.1787/5k990rk0jsjj-en
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  • 33
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    Preparándose para trabajar (2011)
    Barcelona : Fundació Barcelona FP, Spain
    Details
    ISBN: 9789264118478
    Language: Spanish
    Pages: Online-Ressource (234 p.)
    Parallel Title: Parallelausg. Formation et emploi ; relever le défi de la réussite
    Parallel Title: Parallelausg. OECD-Studien zur Berufsbildung; Lernen für die Arbeitswelt
    Parallel Title: Parallelausg. Learning for Jobs
    Parallel Title: Parallelausg. Formation et emploi : relever le défi de la réussite
    Parallel Title: Parallelausg. OECD-Studien zur Berufsbildung: Lernen für die Arbeitswelt
    Keywords: Education
    Abstract: Para los países de la OCDE, un nivel alto de competencias laborales prácticas constituye un medio clave para fomentar el crecimiento económico. En la actualidad, se está sometiendo a los sistemas de educación y formación profesional (EFP) a un intenso escrutinio para determinar si pueden proporcionar las competencias necesarias. Formación para el trabajo es un estudio de la OCDE sobre la educación y formación profesional diseñado para ayudar a los países a dotar a sus sistemas de EFP de una mayor capacidad de respuesta frente a las necesidades del mercado laboral. Expande la evidencia empírica existente, identifica un conjunto de opciones en materia de políticas y desarrolla herramientas para evaluar las políticas de EFP. La OCDE está llevando a cabo informes nacionales sobre las políticas de EFP en Alemania, Australia, Austria, Bélgica (Flandes), Corea, los Estados Unidos (Carolina del Sur y Texas), Hungría, Irlanda, México, Noruega, el Reino Unido (Inglaterra y Gales), la República Checa, Suecia y Suiza. También se han elaborado un informe inicial sobre Chile y un breve informe sobre la República Popular China. El informe inicial de Formación para el trabajo está disponible, en su versión original en inglés, en la web de la OCDE.
    DOI: 10.1787/9789264118478-es
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    Education Policy Advice for Greece (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264119581
    Language: English
    Pages: Online-Ressource (112 p.)
    Series Statement: Strong Performers and Successful Reformers in Education
    Parallel Title: Erscheint auch als Strong performers and successful reformers in education
    Keywords: Bildungspolitik ; Griechenland ; Education ; Brazil ; Canada ; China, People’s Republic ; Finland ; Germany ; Japan ; Poland ; Singapore ; Sweden ; United States ; Griechenland ; Bildungspolitik
    Abstract: The future of Greece’s well-being will depend on improving educational performance to boost productivity and improve social outcomes. In the current economic context, with the need to get best value for spending, Greece must and can address inefficiencies in its education system. The challenges are significant. For example, Greece lags behind many OECD countries in performance on PISA, including countries with the same or lower levels of expenditure per student as well as countries with the same and lower levels of economic development. Salary costs per student are above the OECD average, mostly because Greek teachers have less teaching time and Greece has smaller classes. A smaller percentage of students who enter tertiary education complete a first degree within the statutory study time than in any other country in Europe. To address the challenges, the Greek government has established a bold agenda and sought advice from a task force on the development and implementation of reform proposals that reflect best practices in OECD countries. This report provides the outcomes of the work of the task force. It presents a roadmap for how the reforms can be successfully implemented, with pointers to relevant experience in other countries. As a contribution to the on-going policy discussions in Greece, it recommends specific short-, medium- and long-term actions that can improve efficiency in the country’s education system.
    DOI: 10.1787/9789264119581-en
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    Does Investing in After-School Classes Pay Off? (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PISA in Focus no.3
    Parallel Title: Parallelausg. Faut-il investir dans les cours de soutien après la classe ?
    Keywords: Education
    Abstract: With all the competition to get into the right universities to secure the best jobs, secondary school students are often encouraged to take after-school classes in subjects already taught in school to help them improve their performance – even if that means forsaking other fun and interesting ways of spending after-school hours, such as playing sports, taking music lessons or volunteering at a local community centre or hospital. Students in the OECD area spend an average of nearly two-and-a-half hours per week in after-school lessons. In Greece, Israel, Korea, Turkey and the partner countries Azerbaijan, Kyrgyzstan, Qatar and Tunisia, students spend over four-and-a-half hours per week in such classes. Does that investment in after-school classes pay off?...
    DOI: 10.1787/5k9h362rftmq-en
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    PISA 2009 Results: Students On Line : Digital Technologies and Performance (Volume VI) (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264112995
    Language: English
    Pages: Online-Ressource (396 p.)
    Series Statement: PISA
    Parallel Title: Parallelausg. Résultats du PISA 2009 ; Élèves en ligne ; Technologies numériques et performance (Volume VI)
    Parallel Title: Parallelausg. Résultats du PISA 2009 : Élèves en ligne : Technologies numériques et performance (Volume VI)
    Keywords: Education
    Abstract: This sixth volume of PISA 2009 results explores students’ use of information technologies to learn. For PISA 2009, the framework for reading literacy has been developed to encompass reading electronic texts. This has led to an expansion of the description of text types to take account of the electronic environment, as well as a redefinition of the aspects of reading, to embrace, for example, the requirement for integration of information from multiple unrelated texts, as well as other features. The PISA 2009 reading framework and the assessment instrument together provide an operational definition and description of the distinctive structures and types of both text and task that constitute electronic reading, allowing an exploration of factors that contribute to difficulty. PISA 2009 therefore provides an opportunity to investigate electronic reading on a large scale. This book presents some initial findings.
    DOI: 10.1787/9789264112995-en
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    Against the Odds : Disadvantaged Students Who Succeed in School (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264090873
    Language: English
    Pages: Online-Ressource (200 p.) , ill.
    Series Statement: PISA
    Keywords: Education
    Abstract: Many socio-economically disadvantaged students excel in PISA. Students who succeed at school despite a disadvantaged background -- resilient students -- are the focus of Against the Odds. The report shows that overcoming barriers to achievement is possible, and provides students, parents, policy makers and other education stakeholders insights into what enables socio-economically disadvantaged students to fulfil their potential. Resilient students are characterised by positive approaches to learning, for example, having more interest in science or having more self-confidence. The evidence in PISA shows that positive approaches to learning tend to boost the performance of advantaged students more than that of disadvantaged ones. From an equity perspective, therefore, policies aimed at fostering positive approaches to learning ought to target disadvantaged students more than others.
    DOI: 10.1787/9789264090873-en
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of Chile 2009 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264113725
    Language: English
    Pages: Online-Ressource (58 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education ; Chile
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. The government’s commitment to develop and reform the VET system is illustrated by the recent work of the VET Commission and the creation of the National Council for VET. Chilean society places a high value on education and training, with fast-increasing participation in post-compulsory education. At the same time, the various elements of the VET system are weakly connected to each other, the literacy and numeracy skills of 15 year olds in Chile are not as good as they should be, and workplace training, as part of VET programmes, is weakly developed. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264113725-en
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    How Are School Systems Adapting to Increasing Numbers of Immigrant Students? (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PISA in Focus no.11
    Parallel Title: Parallelausg. Quelle est la réponse des systèmes d'éducation face à l'effectif croissant d'élèves issus de l'immigration ?
    Keywords: Education
    Abstract: Whether in flight from conflict, with the hope of building a better life, or to seize a social or economic opportunity, people have been crossing borders for as long as there have been borders to cross. Modern means of transportation and communication, the globalisation of the labour market, and the ageing of populations in OECD countries will drive migration well into the next decades. The key to maintaining social cohesion during these population movements is to integrate immigrants and their families well into their adopted countries; and education can be a powerful lever to achieve this.
    DOI: 10.1787/5k9h362hs646-en
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of the United States, South Carolina 2011 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264114012
    Language: English
    Pages: Online-Ressource (68 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education ; United States
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. South Carolina offers career and technology education (CATE) programs in high schools and career and technology centers, with relatively good status and linked to expectations of strong general skills. A reform agenda reflected in the ‘Education and Economic Development Act’ includes the development of high quality career guidance. There is also a strong technical college system. Wider challenges include an underlying problem of resources for schools, the need to further develop workplace learning, and the lack of basic skills both among school-leavers and adults. The OECD review assesses the main challenges faced by the CATE system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264114012-en
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of Norway 2008 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264113947
    Language: English
    Pages: Online-Ressource (52 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education ; Norway
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. The Norwegian VET system has many strengths including strong and trustful co-operation between employers, unions and VET authorities and high-status VET tracks in upper secondary education. Many employers are keen to attract apprentices and there is a high level of adult literacy. But there are significant challenges, including an ageing workforce of school-based trainers, weak quality assurance mechanisms, high levels of dropout and concerns that the priority accorded to student choice may make the system unresponsive to labour market needs. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264113947-en
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  • 42
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of the Czech Republic 2010 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264113756
    Language: English
    Pages: Online-Ressource (69 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education ; Czech Republic
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. The Czech Republic has done much to improve its VET system through the introduction of a new qualification system and a national standardised exam in apprenticeship programmes, among other initiatives. The Czech VET system is supported by an impressive date base on labour market outcomes of education and training. At the same time, the general skills of apprenticeship graduates are poor and their situation in the labour market is fragile. Students also need better information about career choices, and the provision of workplace training is highly variable. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264113756-en
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  • 43
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of England and Wales 2009 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264113763
    Language: English
    Pages: Online-Ressource (51 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. In England and Wales, a substantial commitment, backed by increased resources, has been made to the enhancement of workplace skills. Policy-making is self-evidently dynamic and innovative and governments are making conscious attempts to improve employer engagement – the particular topic of this report. At the same time there are a number of challenges – in particular that of linking enhanced employer engagement to a strong apprenticeship system, and of overcoming the obstacle of a complex and unstable institutional environment. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264113763-en
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  • 44
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    Tuning-AHELO Conceptual Framework of Expected and Desired Learning Outcomes in Economics (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 42 p. , 21 x 29.7cm
    Series Statement: OECD Education Working Papers no.59
    Keywords: Education
    Abstract: The OECD Secretariat, at the invitation of the AHELO Group of National Experts, contracted the Tuning Association to undertake initial development work on learning outcomes to be used for valid and reliable assessments of students from diverse institutions and countries. The two disciplines selected for the AEHLO Feasibility Study are engineering and economics. Following the Tuning approach, academics from various regions and countries in the world reached consensus on definitions of expected learning outcomes for bachelor’s-type programmes in both disciplines. This Working Paper presents the outcomes of their work for the economics discipline. This report intends to identify a set of learning outcomes and spur on a collective reflection on learning outcomes for economics at the transnational level. In addition to the agreed upon learning outcomes, the paper presents an overview of the field of economics, the typical degrees and occupations in economics associated to the first and second cycle degrees. The paper also discusses the role of learning outcomes and presents the approach used to defining them. A summary of some of the prior work on the learning outcomes approaches in the economics field is also provided.
    DOI: 10.1787/5kghtchwb3nn-en
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  • 45
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of Germany 2010 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264113800
    Language: English
    Pages: Online-Ressource (74 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Parallel Title: Parallelausg. OECD-Studien zur Berufsbildung ; Lernen für die Arbeitswelt Studie über Deutschland 2010
    Parallel Title: Parallelausg. OECD-Studien zur Berufsbildung : Lernen für die Arbeitswelt Studie über Deutschland 2010
    Keywords: Education ; Germany
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. Germany has a very well developed and widely respected VET system with a strong dual component integrating learning in schools and workplace training. VET policy, design and delivery are strongly supported by social partner engagement and institutionalised VET research capacity. At the same time the German system confronts several challenges: the transition system is costly and suffers from undue fragmentation; more attention could be placed on adequate career guidance and basic skills provision; assessment is dominated by the Chamber exam; and only very few VET graduates take up university studies despite reforms to open access considerably. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264113800-en
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  • 46
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    A Tuning-AHELO Conceptual Framework of Expected Desired/Learning Outcomes in Engineering (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 55 p. , 21 x 29.7cm
    Series Statement: OECD Education Working Papers no.60
    Keywords: Education
    Abstract: The OECD Secretariat, at the invitation of the AHELO Group of National Experts, contracted the Tuning Association to undertake initial development work on learning outcomes to be used for valid and reliable assessments of students from diverse institutions and countries. The two disciplines selected for the AEHLO Feasibility Study are engineering and economics. Following the Tuning approach, academics from various regions and countries in the world reached consensus on definitions of expected learning outcomes for bachelor’s-type programmes in both disciplines. This Working Paper presents the outcomes of their work for the engineering discipline. Members of the Engineering Tuning-AHELO working group defined general learning outcomes for all engineering programmes supplemented by branch specifications for the fields of mechanical, electrical and civil engineering, taking into account different degree profiles and relevant occupations. In addition to the agreed upon learning outcomes, the paper presents an overview of the field of engineering, the typical degrees and engineering occupations associated to the first and second cycle degrees. The paper also discusses the role of learning outcomes and presents the approach used to defining them. A comparative summary of some of the most influential learning outcomes frameworks in the engineering field is also provided.
    DOI: 10.1787/5kghtchn8mbn-en
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  • 47
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    Reviews of National Policies for Education: Kyrgyz Republic 2010 : Lessons from PISA (Russian version) (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264123311
    Language: Russian
    Pages: Online-Ressource
    Parallel Title: Parallelausg. Reviews of National Policies for Education; Kyrgyz Republic 2010; Lessons from PISA
    Parallel Title: Parallelausg. Reviews of National Policies for Education: Kyrgyz Republic 2010: Lessons from PISA
    Keywords: Education ; Kyrgyzstan
    Abstract: The Programme for International Student Assessment (PISA) is a highly influential instrument for monitoring the quality of education systems and provides a strong evidence base for informed policy making and education research. PISA also has a proven potential to trigger reforms and stimulate stakeholder involvement in the process. Notwithstanding the importance of its ranking, the full strength of PISA unfolds when data it delivers is utilised in the national policy domain. Linking PISA outcomes and policy choices, and monitoring the impact on education quality is thereby a demanding task, which requires sound analytical capacity, and also knowledge of the strengths and weaknesses of the respective education system. The OECD Directorate for Education addresses the demand of non-member economies for policy support in understanding and analysing PISA data in the broader context of education system management and policy formulation. This report was prepared to help the authorities of the Kyrgyz Republic better understand the reasons for the dramatically low performance of Kyrgyz students in the 2006 PISA survey, despite significant resources and efforts invested in education by schools, parents and government. The report reveals that a number of policy areas are in need of urgent attention and recommends ways to close the currently existing gap between aspirations and education reform achievement.
    DOI: 10.1787/9789264123311-ru
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  • 48
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    PISA 2009 Ergebnisse : Was macht eine Schule erfolgreich? Lernumfeld und schulische Organisation in PISA (Band 4) (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264095410
    Language: German
    Pages: Online-Ressource (285 p.) , ill.
    Series Statement: PISA
    Parallel Title: Parallelausg. PISA 2009 Results; What Makes a School Successful?; Resources, Policies and Practices (Volume IV)
    Parallel Title: Parallelausg. Résultats du PISA 2009 ; Les clés de la réussite des établissements d'enseignement ; Ressources, politiques et pratiques (Volume IV)
    Parallel Title: Parallelausg. PISA 2009 Results: What Makes a School Successful?: Resources, Policies and Practices (Volume IV)
    Parallel Title: Parallelausg. Résultats du PISA 2009 : Les clés de la réussite des établissements d'enseignement : Ressources, politiques et pratiques (Volume IV)
    Keywords: Education
    Abstract: Sind die Schülerinnen und Schüler gut auf die Herausforderungen der Zukunft vorbereitet? Können sie analysieren, logisch denken und ihre Ideen effektiv kommunizieren? Haben sie Interessen entwickelt, die sie ihr ganzes Leben hindurch als produktive Mitglieder von Wirtschaft und Gesellschaft weiterverfolgen können? Die Internationale Schulleistungsstudie der OECD (PISA) sucht durch die umfassendste und weitreichendste internationale Erhebung der Kenntnisse und Fähigkeiten von Schülerinnen und Schülern Antworten auf diese Fragen zu liefern. Die Gruppe der an PISA teilnehmenden Länder und Partnerländer macht insgesamt nahezu 90% der Weltwirtschaft aus. PISA 2009 Ergebnisse stellt die Erkenntnisse vor, die bei der jüngsten PISA-Erhebung gewonnen wurden. Schwerpunkt war diesmal wieder die Lesekompetenz, evaluiert wurden aber auch die Schülerleistungen in Mathematik und Naturwissenschaften. · Band I, Was Schülerinnen und Schüler wissen und können: Schülerleistungen in Lesekompetenz, Mathematik und Naturwissenschaften, vergleicht die Kenntnisse und Fähigkeiten der Schüler in den verschiedenen Ländern. · Band II, Potenziale nutzen und Chancengerechtigkeit sichern: Sozialer Hintergrund und Schülerleistungen, befasst sich mit der Frage, wie gut es den Bildungssystemen gelingt, den Effekt des sozioökonomischen Hintergrunds und des Migrationsstatus auf die Schüler- und Schulleistungen einzudämmen. · Band III, Learning to Learn: Student Engagement, Strategies and Practices (nur in Englisch verfügbar), setzt sich mit der Motivation, dem Leseengagement und dem Einsatz effektiver Lernstrategien bei 15-Jährigen auseinander. · Band IV, Was macht eine Schule erfolgreich? Lernumfeld und schulische Organisation in PISA, untersucht, wie sich die personellen, finanziellen und materiellen Ressourcen sowie die Politik und Praxis der Schulen auf die Lernergebnisse der Schüler auswirken. · Band V, Lernfortschritte im globalen Wettbewerb: Veränderungen bei den Schülerleistungen seit 2000, befasst sich mit der Frage, welche Fortschritte die Länder bei der Anhebung des Leistungsniveaus und der Verbesserung der Chancengerechtigkeit in der Bildung erzielt haben. · Band VI, Students On Line: Reading and Using Digital Information (nur in Englisch verfügbar), untersucht, wie gut die Schülerinnen und Schüler Informationstechnologien für Lernzwecke nutzen können. PISA 2009 markiert den Beginn des zweiten Erhebungszyklus, in dessen Rahmen 2012 schwerpunktmäßig die Mathematikleistungen und 2015 die Leistungen in Naturwissenschaften untersucht werden sollen. Die Internationale Schulleistungsstudie der OECD (PISA) PISA richtet das Augenmerk auf die Fähigkeit der Jugendlichen, ihre Kenntnisse und Fertigkeiten zur Bewältigung alltäglicher Herausforderungen einzusetzen. Diese Orientierung spiegelt eine Veränderung in den Zielen der Lehrpläne wider, in denen es zunehmend darum geht, wie die Schülerinnen und Schüler ihr Schulwissen konkret nutzen können, und nicht mehr nur um die Fähigkeit zur Wiedergabe des Gelernten. Zu den Besonderheiten von PISA gehören: · Politikorientierung: Daten über die Lernergebnisse der Schülerinnen und Schüler werden mit Informationen über deren Hintergrundmerkmale und über wichtige Faktoren, die ihr Lernen innerhalb und außerhalb der Schule beeinflussen, verknüpft, um Unterschiede bei den Leistungsstrukturen hervorzuheben und zu untersuchen, wodurch sich Schüler, Schulen und Bildungssysteme, die hohe Leistungen erbringen, auszeichnen. · Innovatives Konzept der Grundbildung: Dabei geht es um die Kapazität der Schülerinnen und Schüler, Kenntnisse und Fertigkeiten in wichtigen Fächern zur Definition, Interpretation und Lösung von Problemen in einer Vielzahl von Situationen zu nutzen, sowie ihre Fähigkeit, zu analysieren, logisch zu denken und effektiv zu kommunizieren. · Relevanz für das lebenslange Lernen: Bei PISA werden nicht nur die Kompetenzen der Schülerinnen und Schüler in den Schulfächern erfasst, sondern auch Informationen über ihre Lernmotivation, Selbsteinschätzung und Lernstrategien erhoben. · Regelmäßigkeit: Die Länder haben die Möglichkeit, ihre Fortschritte bei der Verwirklichung entscheidender Lernziele im Zeitverlauf zu beobachten. · Große geografische Reichweite und kooperativer Charakter: An PISA 2009 nahmen alle 34 OECD-Mitgliedstaaten sowie 41 Partnerländer und -volkswirtschaften teil.
    DOI: 10.1787/9789264095410-de
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  • 49
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    PISA 2009 : Potenziale nutzen und Chancengerechtigkeit sichern (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264095359
    Language: German
    Pages: Online-Ressource (250 p.) , ill.
    Series Statement: PISA
    Parallel Title: Parallelausg. PISA 2009 Results; Overcoming Social Background; Equity in Learning Opportunities and Outcomes (Volume II)
    Parallel Title: Parallelausg. Résultats du PISA 2009 ; Surmonter le milieu social ; L'égalité des chances et l'équité du rendement de l'apprentissage (Volume II)
    Parallel Title: Parallelausg. PISA 2009 Results: Overcoming Social Background: Equity in Learning Opportunities and Outcomes (Volume II)
    Parallel Title: Parallelausg. Résultats du PISA 2009 : Surmonter le milieu social : L'égalité des chances et l'équité du rendement de l'apprentissage (Volume II)
    Keywords: Education
    Abstract: Sind die Schülerinnen und Schüler gut auf die Herausforderungen der Zukunft vorbereitet? Können sie analysieren, logisch denken und ihre Ideen effektiv kommunizieren? Haben sie Interessen entwickelt, die sie ihr ganzes Leben hindurch als produktive Mitglieder von Wirtschaft und Gesellschaft weiterverfolgen können? Die Internationale Schulleistungsstudie der OECD (PISA) sucht durch die umfassendste und weitreichendste internationale Erhebung der Kenntnisse und Fähigkeiten von Schülerinnen und Schülern Antworten auf diese Fragen zu liefern. Die Gruppe der an PISA teilnehmenden Länder und Partnerländer macht insgesamt nahezu 90% der Weltwirtschaft aus. PISA 2009 Ergebnisse stellt die Erkenntnisse vor, die bei der jüngsten PISA-Erhebung gewonnen wurden. Schwerpunkt war diesmal wieder die Lesekompetenz, evaluiert wurden aber auch die Schülerleistungen in Mathematik und Naturwissenschaften. . Band I, Was Schülerinnen und Schüler wissen und können: Schülerleistungen in Lesekompetenz, Mathematik und Naturwissenschaften, vergleicht die Kenntnisse und Fähigkeiten der Schüler in den verschiedenen Ländern. · Band II, Potenziale nutzen und Chancengerechtigkeit sichern: Sozialer Hintergrund und Schülerleistungen, befasst sich mit der Frage, wie gut es den Bildungssystemen gelingt, den Effekt des sozioökonomischen Hintergrunds und des Migrationsstatus auf die Schüler- und Schulleistungen einzudämmen. · Band III, Learning to Learn: Student Engagement, Strategies and Practices (nur in Englisch verfügbar), setzt sich mit der Motivation, dem Leseengagement und dem Einsatz effektiver Lernstrategien bei 15-Jährigen auseinander. · Band IV, Was macht eine Schule erfolgreich? Lernumfeld und schulische Organisation in PISA, untersucht, wie sich die personellen, finanziellen und materiellen Ressourcen sowie die Politik und Praxis der Schulen auf die Lernergebnisse der Schüler auswirken. · Band V, Lernfortschritte im globalen Wettbewerb: Veränderungen bei den Schülerleistungen seit 2000, befasst sich mit der Frage, welche Fortschritte die Länder bei der Anhebung des Leistungsniveaus und der Verbesserung der Chancengerechtigkeit in der Bildung erzielt haben. · Band VI, Students On Line: Reading and Using Digital Information (nur in Englisch verfügbar), untersucht, wie gut die Schülerinnen und Schüler Informationstechnologien für Lernzwecke nutzen können. PISA 2009 markiert den Beginn des zweiten Erhebungszyklus, in dessen Rahmen 2012 schwerpunkmäßig die Mathematikleistungen und 2015 die Leistungen in Naturwissenschaften untersucht werden sollen. Die Internationale Schulleistungsstudie der OECD (PISA) PISA richtet das Augenmerk auf die Fähigkeit der Jugendlichen, ihre Kenntnisse und Fertigkeiten zur Bewältigung alltäglicher Herausforderungen einzusetzen. Diese Orientierung spiegelt eine Veränderung in den Zielen der Lehrpläne wider, in denen es zunehmend darum geht, wie die Schülerinnen und Schüler ihr Schulwissen konkret nutzen können, und nicht mehr nur um die Fähigkeit zur Wiedergabe des Gelernten. Zu den Besonderheiten von PISA gehören: · Politikorientierung: Daten über die Lernergebnisse der Schülerinnen und Schüler werden mit Informationen über deren Hintergrundmerkmale und über wichtige Faktoren, die ihr Lernen innerhalb und außerhalb der Schule beeinflussen, verknüpft, um Unterschiede bei den Leistungsstrukturen hervorzuheben und zu untersuchen, wodurch sich Schüler, Schulen und Bildungssysteme, die hohe Leistungen erbringen, auszeichnen. · Innovatives Konzept der Grundbildung: Dabei geht es um die Kapazität der Schülerinnen und Schüler, Kenntnisse und Fertigkeiten in wichtigen Fächern zur Definition, Interpretation und Lösung von Problemen in einer Vielzahl von Situationen zu nutzen, sowie ihre Fähigkeit, zu analysieren, logisch zu denken und effektiv zu kommunizieren. · Relevanz für das lebenslange Lernen: Bei PISA werden nicht nur die Kompetenzen der Schülerinnen und Schüler in den Schulfächern erfasst, sondern auch Informationen über ihre Lernmotivation, Selbsteinschätzung und Lernstrategien erhoben. · Regelmäßigkeit: Die Länder haben die Möglichkeit, ihre Fortschritte bei der Verwirklichung entscheidender Lernziele im Zeitverlauf zu beobachten. · Große geografische Reichweite und kooperativer Charakter: An PISA 2009 nahmen alle 34 OECD-Mitgliedstaaten sowie 41 Partnerländer und -volkswirtschaften teil.
    DOI: 10.1787/9789264095359-de
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  • 50
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    Quality Time for Students: Learning In and Out of School (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264087057
    Language: English
    Pages: Online-Ressource (272 p.)
    Series Statement: PISA
    Keywords: Education
    Abstract: At a time when OECD and partner countries are trying to figure out how to reduce burgeoning debt and make the most of shrinking public budgets, spending on education is an obvious target for scrutiny. Education officials, teachers, policy makers, parents and students struggle to determine the merits of shorter or longer school days or school years, how much time should be allotted to various subjects, and the usefulness of after-school lessons and independent study. This report focuses on how students use learning time, both in and out of school. What are the ideal conditions to ensure that students use their learning time efficiently? What can schools do to maximise the learning that occurs during the limited amount of time students spend in class? In what kinds of lessons does learning time reap the most benefits? And how can this be determined? The report draws on data from the 2006 cycle of the Programme of International Student Assessment (PISA) to describe differences across and within countries in how much time students spend studying different subjects, how much time they spend in different types of learning activities, how they allocate their learning time and how they perform academically.
    DOI: 10.1787/9789264087057-en
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  • 51
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of Korea 2009 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264113879
    Language: English
    Pages: Online-Ressource (60 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education ; Korea, Republic of
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. The Korean VET system is part of a system of education which has achieved huge advances in a very short time; school results and educational attainment levels are now among the highest in OECD countries. At the same time, the rapidity of change has presented the Korean VET system with some significant challenges, including weak involvement of industry in VET, lack of quality standards for workplace training, weak linkages between VET degree and national technical qualifications and lack of practical work experience among VET teachers. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264113879-en
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  • 52
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    Literacy for Life : Further Results from the Adult Literacy and Life Skills Survey (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264091269
    Language: English
    Pages: Online-Ressource (292 p.) , ill.
    Parallel Title: Parallelausg. La littératie, un atout pour la vie ; Version préliminaire; Nouveaux résultats de l'Enquête sur la littératie et les compétences des adultes
    Parallel Title: Parallelausg. La littératie, un atout pour la vie : Version préliminaire: Nouveaux résultats de l'Enquête sur la littératie et les compétences des adultes
    Keywords: Education ; Social Issues/Migration/Health
    Abstract: Literacy for Life is the second report from the Adult Literacy and Life Skills Survey. It presents additional results on the nature and magnitude of the literacy gaps faced by OECD countries and how these gaps have evolved over the medium term. It offers new insights into the factors that influence the formation of adult skills in various settings – at home and at work – for the eleven countries participating in the first and last round of data collection between 2003 and 2008. The study offers comparative evidence on the impact of various factors on the supply of skill. The study offers a special focus on numeracy skills and problem solving skills. It explores the relationships between numeracy and key socio-demographic factors as well as labour market outcomes and earnings. It highlights the importance of problem solving skills by defining this foundational skill and by exploring its determinants as well as its relative role in influencing important labour market outcomes. The report offers also an analysis of performance across multiple skill domains. It investigates the skill profiles of various population groups defined in terms of the demographic and socioeconomic characteristics of those who score at levels deemed to be low in one or more skill domains and explores the resulting consequences. The report concludes by investigating the issue of skill mismatch in the labour market and its relationship to adult learning. The extent and distribution of mismatch between the day-to-day literacy related requirements of workers and the literacy skills they have obtained is an important issue that is being explored in this study.
    DOI: 10.1787/9789264091269-en
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  • 53
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    Establecimiento de un marco para la evaluación e incentivos docentes : Consideraciones para México (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264059986
    Language: Spanish
    Pages: Online-Ressource (132 p.)
    Parallel Title: Parallelausg. Establishing a Framework for Evaluation and Teacher Incentives; Considerations for Mexico
    Parallel Title: Parallelausg. Establishing a Framework for Evaluation and Teacher Incentives: Considerations for Mexico
    Keywords: Education ; Mexico
    Abstract: En esta época marcada por las economías del conocimiento y cambios demográficos significativos, todos los sistemas educativos se encuentran ante la necesidad de mejorar los resultados del aprendizaje y lograrlo aún con recursos limitados. Con el fin de asistir a México y a otros países en este desafío, esta publicación presenta recomendaciones para el diseño, planeación, ejecución y monitoreo de políticas educativas en torno a la medición del aprendizaje, los estándares educativos y la evaluación docente, con base en las mejores prácticas internacionales. Considerando que la calidad de los resultados de los sistemas educativos no puede ser mayor que la calidad de sus docentes, esta publicación subraya la importancia de la evaluación y el reconocimiento de los docentes. Sin embargo, la implementación efectiva de reformas educativas puede ser un proceso complejo y con grandes retos. La simple identificación y enumeración de las políticas que deberán ser implementadas no resulta suficiente. Los gobiernos también deberán determinar el “cómo” para el diseño y puesta en marcha de políticas educativas. Para ello, esta publicación presenta recomendaciones específicas y un método para que los tomadores de decisiones y actores relevantes analicen y se apropien de las mejores prácticas internacionales, pero adaptadas a los contextos locales. Este reporte presenta las recomendaciones desarrolladas por el Consejo Asesor de la OCDE sobre Políticas de Evaluación e Incentivos Docentes en México, integrado por expertos reconocidos y analistas de la OCDE.
    DOI: 10.1787/9789264059986-es
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    Programa Becas Chile (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264097780
    Language: Spanish
    Pages: Online-Ressource (135 p.)
    Series Statement: Revisión de Políticas Nacionales de Educación
    Parallel Title: Parallelausg. Chile's International Scholarship Programme
    Keywords: Education ; Chile
    Abstract: La educación ha sido una prioridad central para Chile desde hace mucho tiempo y un factor clave para su desarrollo económico. Durante las dos últimas décadas, el país ha hecho un gran esfuerzo por aumentar el número de jóvenes que acceden a la educación superior. En 2008, Chile lanzó una prometedora iniciativa para desarrollar su capital humano con un programa de becas en el extranjero – el Programa Becas Chile – con el objetivo de formar a los 30 000 mejores estudiantes, incluyendo profesores y técnicos, en instituciones a su elección del mundo entero. Este informe conjunto de la OCDE y el Banco Mundial, proporciona una visión general del capital humano en Chile; describe las características del Programa Becas Chile; analiza puntos estratégicos y operacionales; y proporciona recomendaciones para mantener y mejorar el programa de becas en el extranjero. Este informe será de utilidad tanto a los profesionales de la educación en Chile como a sus colegas internacionales.
    DOI: 10.1787/9789264097780-es
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    When Students Repeat Grades or Are Transferred Out of School : What Does it Mean for Education Systems? (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PISA in Focus no.6
    Parallel Title: Parallelausg. Redoublement et transfert des élèves : Quel impact pour les systèmes d'éducation ?
    Keywords: Education
    Abstract: School systems handle the challenges of diverse student populations in different ways. Some countries have non-selective and comprehensive school systems that seek to provide all students with similar opportunities, leaving it to individual schools and teachers to meet the particular needs of every student. Other countries group students, whether in different schools or in different classes within schools, with the aim of serving students according to their particular academic potential, interests and/or behaviour. Having underperforming students repeat grades or transferring struggling or disruptive students to other schools are two common policies used to group students for this reason...
    DOI: 10.1787/5k9h362n5z45-en
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of the United States, Texas 2011 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264114029
    Language: English
    Pages: Online-Ressource (66 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education ; United States
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. In Texas, secondary level career and technical education (CTE) is provided within a comprehensive high school framework. Texas has encouraged a wide variety of innovative learning initiatives, established good articulation between high school CTE and postsecondary programs and benefits from a strong network of community colleges and universities. At the same time the state faces some challenges in ensuring minimum quality standards in CTE, in providing sufficient good quality career advice, and providing an adequate range of workplace learning opportunities. The OECD review assesses the main challenges faced by the CTE system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264114029-en
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    The Impact of the 1999 Education Reform in Poland (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 31 p. , 21 x 29.7cm
    Series Statement: OECD Education Working Papers no.49
    Keywords: Education ; Poland
    Abstract: Increasing the share of vocational secondary schooling has been a mainstay of development policy for decades, especially in formerly socialist countries. However, the transition to market economies led to significant restructuring of school systems and a decline in the number of vocational students. Exposing more students to a general curriculum could improve academic abilities. To test the hypothesis that delayed vocational streaming improves academic outcomes, this paper analyses Poland’s significant improvement in international achievement tests and the restructuring of the education system, which expanded general schooling. Using propensity-score matching and difference-in-differences estimates, the authors show that delaying vocational education had a positive and significant impact on student performance on the order of one standard deviation.
    DOI: 10.1787/5kmbjgkm1m9x-en
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  • 58
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    Does Participation in Pre-Primary Education Translate into Better Learning Outcomes at School? (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PISA in Focus no.1
    Parallel Title: Parallelausg. L'accès à l'enseignement préprimaire permet-il d'améliorer les résultats scolaires ?
    Keywords: Education
    Abstract: It’s elementary: students benefit from pre-primary education. The OECD’s PISA 2009 results show that in practically all OECD countries 15-year-old students who had attended some pre-primary school outperformed students who had not. In fact, the difference between students who had attended for more than one year and those who had not attended at all averaged 54 score points in the PISA reading assessment – or more than one year of formal schooling (39 score points). While most students who had attended pre-primary education had come from advantaged backgrounds, the performance gap remains even when comparing students from similar backgrounds. After accounting for socio-economic background, students who had attended pre-primary school scored an average of 33 points higher than those who had not...
    DOI: 10.1787/5k9h362tpvxp-en
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  • 59
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    How Do Some Students Overcome Their Socio-Economic Background? (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PISA in Focus no.5
    Parallel Title: Parallelausg. Comment certains élèves parviennent-ils à surmonter leur milieu socio-économique ?
    Keywords: Education
    Abstract: Are socio-economically disadvantaged students condemned to perpetuate an intergenerational cycle of poor academic achievement, poor job prospects and poverty? Not if they attend schools that provide them with more regular classes. Resilient students in the 2006 and 2009 PISA surveys displayed high levels of academic achievement despite the fact that they came from disadvantaged backgrounds. They beat the odds stacked against them to outperform peers from the same socio-economic background and be ranked among the top quarter of students internationally...
    DOI: 10.1787/5k9h362p77tf-en
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  • 60
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of Switzerland 2009 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264113985
    Language: English
    Pages: Online-Ressource (64 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education ; Switzerland
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. The Swiss VET system is very impressive. Its many strengths include strong employer engagement within a well functioning partnership of Confederation, cantons and professional organisations. School and work-based learning are integrated; the system is well-resourced, flexible and comprehensive, including a strong tertiary VET sector. VET teachers and trainers, examiners and directors are well prepared, quality control is ensured, career guidance is systematic and professional. Evidence is well developed and routinely used to support policy arguments. But at the same time there are a number of challenges. The global recession may reduce the provision of apprenticeship training, the entry of international companies may threaten dual system arrangements, competition between academic and vocational education could be sharpened by demographic changes, and there are some equity concerns. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264113985-en
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    PISA 2009 at a Glance (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264095298
    Language: English
    Pages: Online-Ressource , ill.
    Keywords: Education
    Abstract: PISA 2009 at a Glance is a companion publication to PISA 2009 Results, the six-volume report on the 2009 survey conducted by the OECD’s Programme for International Student Assessment (PISA). PISA assesses the extent to which students near the end of compulsory education have acquired some of the knowledge and skills that are essential for full participation in modern societies. Its triennial assessments of 15-year-olds focus on reading, mathematics and science. PISA 2009 at a Glance provides easily accessible data on the some of the main issues analysed in the full report: What students know and can do: How do students compare in the knowledge and skills they show at school? Which countries are the best performers? Which perform poorly? Overcoming social background: Does a student’s socio-economic background affect his or her performance in school? Learning to learn: Are there some types of reading, and some ways of learning, that are better for students than others? What makes a school successful?: What traits do high-performing schools have in common? Each issue is presented on a two-page spread. The left-hand page explains what the issue means both for students and for participating countries and economies, discusses the main findings and provides readers with a roadmap for finding out more in other OECD publications and databases. The right-hand page contains clearly presented charts and tables, accompanied by dynamic hyperlinks (StatLinks) that direct readers to the corresponding data in Excel™ format. PISA 2009 at a Glance is an ideal introduction to PISA and to the OECD’s rich trove of internationally comparable data on education and learning.
    DOI: 10.1787/9789264095298-en
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    Educación Superior en el Desarrollo Regional y Urbano: La Región del Bío-Bío, Chile 2010 (2011)
    Concepcion : Bio Bio Regional Agency for Innovation and Productive Development, Chile
    Details
    ISBN: 9789264075900
    Language: Spanish
    Pages: Online-Ressource (160 p.) , ill.
    Parallel Title: Parallelausg. Higher Education in Regional and City Development; Bío Bío Region, Chile 2010
    Parallel Title: Parallelausg. Higher Education in Regional and City Development: Bío Bío Region, Chile 2010
    Keywords: Education ; Urban, Rural and Regional Development ; Chile
    Abstract: The Bío Bío Region has pioneered regional development in Chile. It has a high concentration of higher education and research activity. Its universities and other higher education institutions have made significant progress in widening access to education. But challenges remain: the Bío Bío Region continues to suffer from brain drain as well as higher than average unemployment and poverty rates. How can the Bío Bío Region promote new business formation and the development of the existing small and medium-sized companies? What incentives are needed to improve higher education institutions’ regional and local orientation? How can higher education institutions move from knowledge generation towards knowledge transfer? This joint OECD and World Bank review explores a range of helpful policy measures and institutional reforms to mobilise higher education for the development of the Bío Bío Region. It is part of the series of the OECD reviews of Higher Education in Regional and City Development. These reviews help mobilise higher education institutions for economic, social and cultural development of cities and regions. They analyse how the higher education system impacts upon regional and local development and bring together universities, other higher education institutions and public and private agencies to identify strategic goals and to work towards them.
    DOI: 10.1787/9789264075900-es
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  • 63
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    PISA 2009 Ergebnisse: Lernfortschritte im globalen Wettbewerb : Veränderungen bei den Schülerleistungen seit 2000 (Band 5) (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264098077
    Language: German
    Pages: Online-Ressource (204 p.) , ill.
    Series Statement: PISA
    Parallel Title: Parallelausg. PISA 2009 Results; Learning Trends; Changes in Student Performance Since 2000 (Volume V)
    Parallel Title: Parallelausg. Résultats du PISA 2009 ; Tendances dans l'apprentissage ; L'évolution de la performance des élèves depuis 2000 (Volume V)
    Parallel Title: Parallelausg. PISA 2009 Results: Learning Trends: Changes in Student Performance Since 2000 (Volume V)
    Parallel Title: Parallelausg. Résultats du PISA 2009 : Tendances dans l'apprentissage : L'évolution de la performance des élèves depuis 2000 (Volume V)
    Keywords: Education
    Abstract: Band V, Lernfortschritte im globalen Wettbewerb: Veränderungen bei den Schülerleistungen seit 2000, befasst sich mit der Frage, welche Fortschritte die Länder bei der Anhebung des Leistungsniveaus und der Verbesserung der Chancengerechtigkeit in der Bildung erzielt haben.
    DOI: 10.1787/9789264098077-de
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    Private schools : Who Benefits? (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PISA in Focus no.7
    Parallel Title: Parallelausg. Enseignement privé : Quels avantages ? Et pour qui ?
    Keywords: Education
    Abstract: At some point in their child’s education, many parents have considered whether it would be worth the expense to enrol their child in a private school. For parents, private schools may offer a particular kind of instruction that is not available in public schools. If private schools also attract higher-performing students and better teachers than public schools, parents will also feel that they are securing the best possible education for their child...
    DOI: 10.1787/5k9h362mhtkd-en
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  • 65
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of Australia 2008 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264113596
    Language: English
    Pages: Online-Ressource (62 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education ; Australia
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. The Australian VET system has many strengths including strong engagement of employers, a well established national qualification system, extensive VET data and research. The system is flexible and allows for a fair degree of local autonomy and experimentation. But at the same time there are a number of challenges, including a lack of clarity and potentially duplication in the respective roles of Commonwealth, states and territories in planning and delivering VET, a lack of clear and simple rules for entitlement to funding, difficulties in providing a reliable foundation in skills forecasts, some gaps in the data base, somewhat complicated and cumbersome training packages and an ageing teacher and trainer workforce. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264113596-en
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  • 66
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of Sweden 2008 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264113978
    Language: English
    Pages: Online-Ressource (58 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education ; Sweden
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. Sweden has a well-established VET system at upper secondary level, grounded on strong outcomes in basic schooling, with high-status VET tracks and modest rates of dropout. The challenges to the system include relatively high rates of unemployment for young people, an ageing workforce of school-based trainers, and very limited engagement by the social partners. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264113978-en
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  • 67
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    What Can Parents Do to Help Their Children Succeed in School? (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PISA in Focus no.10
    Parallel Title: Parallelausg. Réussite scolaire : Comment les parents peuvent-ils aider leurs enfants ?
    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 as many parents have to juggle competing demands at work and at home, there never seems to be enough time. Often, too, parents are reluctant to offer to help their children with school work because they feel they lack some of the skills that would make a difference to their children’s success in school...
    DOI: 10.1787/5k9h362jdgnq-en
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    Lessons from PISA for Mexico (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264107243
    Language: English
    Pages: Online-Ressource (66 p.) , ill.
    Series Statement: Strong Performers and Successful Reformers in Education
    Parallel Title: Parallelausg. Sistemas fuertes y reformadores exitosos en la educación; Lecciones de PISA para México
    Parallel Title: Parallelausg. Sistemas fuertes y reformadores exitosos en la educación: Lecciones de PISA para México
    Keywords: Education ; Mexico
    Abstract: This report presents a summary of the trends in Mexico’s performance in the Programme for International Student Assessment (PISA) and considers them in relation to the PISA target established by the Mexican government. Trends regarding access to education by 15-year-olds and equity as indicated by the impact of socio-economic background on students’ performance are also examined. The report shows that the performance gains that Mexico has achieved since Mexico’s President Calderón established the PISA performance target have been significant and Mexico seems well on track to meet its 2012 target. In addition, the report reviews Mexico’s performance compared to other countries in the OECD, the G20, and to similar economies to also highlight that improvement is still needed. Based on a comparison of performance between Mexican schools, the report also shows that relatively higher performance is not dictated by socio-economic background. The report concludes by drawing together evidence from PISA and an examination of a selection of today’s highest performing education systems in order to provide a long-term perspective for educational improvement in Mexico.
    DOI: 10.1787/9789264107243-en
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  • 69
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    Innovation in the Knowledge Economy : Implications for Education and Learning (Hungarian version) (2011)
    Budapest : Hungarian Institute for Educational Research and Development
    Details
    ISBN: 9789264169418
    Language: Hungarian
    Pages: Online-Ressource (140 p.)
    Parallel Title: Parallelausg. Innovation in the Knowledge Economy; Implications for Education and Learning
    Parallel Title: Parallelausg. Innovation in the Knowledge Economy: Implications for Education and Learning
    Keywords: Education
    Abstract: E kiadvány fordításával bátorítjuk azokat, akik szerint még nem késtünk le arról, hogy az oktatás világában felvegyük a modern tudásközpontú társadalmak által diktált tempót, előtérbe helyezve az eredményességet, a méltányosságot, valamint a rendszer hatékonyságát szolgáló innovációs eszköztárat. Az innováció a tanítás-tanulás világában is nélkülözhetetlen, érinti az oktatási intézmények szervezetét, munkamódszereit, szolgáltatásainak kínálatát. A sok belső változó által meghatározott innovációs képesség függ a külső tényezőktől is. A kötet e tényezők és az általuk befolyásolt oktatási innovációs folyamatok megértéséhez nyújt segítséget. A változó elvárások kontextusába helyezve értelmezi a tudás és a tudásalapú közösségek fogalmait. Központi szerepet szán annak a metaforának, amelyben négy „pumpa” hatásain keresztül megérthetjük az innováció fontos hajtóerőit, amik kedvező feltételeket teremtenek az újító erejű változásokhoz. Számos további kérdés mellett vizsgálja a nyilvánosság kérdését, amely az információs korban a demokratikus tudásmegosztás ideájának fontos eszköze.
    DOI: 10.1787/9789264169418-hu
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    La Medición del Aprendizaje de los Alumnos : Mejores Prácticas para Evaluar el Valor Agregado de las Escuelas (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264090170
    Language: Spanish
    Pages: Online-Ressource (200 p.)
    Parallel Title: Parallelausg. Measuring Improvements in Learning Outcomes; Best Practices to Assess the Value-Added of Schools
    Parallel Title: Parallelausg. Measuring Improvements in Learning Outcomes: Best Practices to Assess the Value-Added of Schools
    Keywords: Education
    Abstract: El creciente interés en los modelos de valor agregado se deriva de la mayor precisión que ofrecen estos modelos para medir el desempeño escolar. Proporcionan una base cuantitativa fundamentalmente más exacta y valiosa que las puntuaciones brutas de pruebas y estudios transversales para planear mejoras escolares, diseñar políticas educativas y poner en marcha acuerdos eficaces de rendición de cuentas escolar. Con la gran presión sobre los sistemas educativos de los países dentro y fuera de la OCDE para que mejoren su eficacia y eficiencia, cada vez se reconoce más el papel que las medidas de desempeño precisas representan en el diseño e implantación de iniciativas de políticas educativas y desarrollo escolar. En esta publicación se identifican tres objetivos amplios de políticas que impulsan el desarrollo de modelos de valor agregado en un sistema educativo: iniciativas de mejoras escolares, la rendición de cuentas de las escuelas y de los sistemas educativos y la elección de escuela. El empleo de datos de desempeño en la toma de decisiones referente a estos objetivos de políticas depende de la precisión de las medidas de desempeño empleadas. Sin embargo, la difusión de la toma de decisiones con base en datos para promover objetivos de políticas se ha visto obstaculizada por la falta de datos de desempeño escolar precisos, esenciales para las mejoras educativas. Las mediciones de valor agregado son un avance significativo, al dar una medida más precisa del desempeño escolar en la cual basar decisiones que fomenten objetivos de políticas y eleven el desempeño escolar. Los beneficios se acumulan a partir del uso de los modelos de valor agregado para programas y políticas específicas, así como para la toma de decisiones en los ámbitos tanto escolar como del sistema educativo. Una discusión detallada sobre los beneficios y los retos en el diseño de modelos de valor agregado, así como lineamientos sobre el diseño y puesta en marcha de sistemas de evaluación basados en ellos, se encuentran en este libro que ha sido traducido y actualizado al 2010 de su versión original en inglés. Esta obra forma parte del Acuerdo Para Mejorar la Calidad de la Educación de las Escuelas en México, firmado por el gobierno de México y la OCDE.
    DOI: 10.1787/9789264090170-es
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    Sistemas fuertes y reformadores exitosos en la educación: Lecciones de PISA para México (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264097391
    Language: Spanish
    Pages: Online-Ressource (71 p.) , ill.
    Parallel Title: Parallelausg. Lessons from PISA for Mexico
    Keywords: Education ; Mexico
    Abstract: En noviembre de 2007, el presidente Felipe Calderón presentó las principales estrategias, objetivos y metas de desempeño en educación del gobierno mexicano. La primera meta de desempeño de la administración del presidente Calderón fue elevar substancialmente el aprovechamiento de los alumnos para alcanzar un promedio nacional combinado de 435 puntos en el Programa para la Evaluación Internacional de Alumnos (PISA, por sus siglas en inglés), en lectura y matemáticas, para el año 2012. En esta publicación se presenta un resumen de las tendencias en el desempeño de México en PISA y se les considera en relación con el objetivo de PISA fijado por el gobierno mexicano. Asimismo, se examinan las tendencias con respecto al acceso a la educación para los jóvenes de 15 años de edad y las cuestiones de equidad, indicadas por el impacto del entorno socioeconómico en el desempeño de los alumnos. Los adelantos que ha logrado México desde que el presidente Calderón estableció la meta de desempeño de PISA han sido significativos. México parece estar bien encaminado para cumplir su objetivo de desempeño en 2012. Además, en la publicación se analiza el desempeño de México en comparación con otros países de la OCDE, del G20 y con economías similares a fin de destacar que aún se necesita mejorar. Con base en una comparación del desempeño entre las escuelas mexicanas, el informe indica que un desempeño relativamente más alto no está condicionado por el entorno socioeconómico. El reporte concluye al reunir evidencia de PISA y el análisis de una selección de los sistemas educativos de desempeño más alto, con lo que se ofrece una perspectiva a largo plazo para la mejora educativa en México.
    DOI: 10.1787/9789264097391-es
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of China 2010 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264113749
    Language: English
    Pages: Online-Ressource (47 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education ; China, People’s Republic
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. This special report looks at the system in China. China’s education system has made dramatic advances: almost all children in China now complete lower secondary education. Around three quarters continue into upper secondary schools, with fast increasing numbers in tertiary education. At upper secondary level about half the cohort enter vocational schools – more than 20 million students. At the same time the system faces significant challenges. The government is seeking to make the system accessible to all students – by removing the fees barrier, ensuring minimum quality standards in all vocational schools, and in providing adequate high quality workplace training opportunities. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264113749-en
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    Do Students Today Read for Pleasure? (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PISA in Focus no.8
    Parallel Title: Parallelausg. Les élèves d'aujourd'hui lisent-ils par plaisir ?
    Keywords: Education
    Abstract: Students who are highly engaged in a wide range of reading activities are more likely than other students to be effective learners and to perform well at school. Research also documents a strong link between reading practices, motivation and proficiency among adults. Proficiency in reading is crucial for individuals to make sense of the world they live in and to continue learning throughout their lives...
    DOI: 10.1787/5k9h362lhw32-en
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    Improving Performance: Leading from the Bottom (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PISA in Focus no.2
    Parallel Title: Parallelausg. Amélioration des performances : Et si la réussite venait d'en bas ?
    Keywords: Education
    Abstract: Since the PISA 2000 and 2009 surveys both focused on reading, one can track in detail how student reading performance has changed over that period. Among the 26 OECD countries with comparable results in both assessments, Chile, Germany, Hungary, Israel, Korea, Poland, Portugal, and the partner countries Albania, Brazil, Indonesia, Latvia, Liechtenstein and Peru all show overall improvements in reading performance. The fact that such a diverse group of countries succeeded in raising the level of their students’ performance in reading indicates that improvement is possible regardless of a country’s cultural context or where it starts out from. For example, Korea was already among the best-performing countries in 2000 and it improved further by 2009, Poland moved from below the OECD average to above it, and Chile rose from a relatively low performance rank to one that is much closer to that of other OECD countries...
    DOI: 10.1787/5k9h362shtlr-en
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    School Autonomy and Accountability : Are They Related to Student Performance? (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PISA in Focus no.9
    Parallel Title: Parallelausg. Autonomie et responsabilisation des établissements d'enseignement : Quel impact sur la performance des élèves ?
    Keywords: Education
    Abstract: In recent years, many schools have grown into more autonomous organisations and have become more accountable to students, parents and the public at large for their outcomes. PISA results suggest that, when autonomy and accountability are intelligently combined, they tend to be associated with better student performance...
    DOI: 10.1787/5k9h362kcx9w-en
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of Hungary 2008 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264113824
    Language: English
    Pages: Online-Ressource (68 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education ; Hungary
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. Since 1989, Hungary has made significant efforts to restructure its VET system and it now has many strengths, including a strong national qualifications framework. But there are significant challenges, including weak links between VET and the labour market, early tracking and multiple selection mechanisms in the school system, and the low status of VET. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264113824-en
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    Has Discipline in School Deteriorated? (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PISA in Focus no.4
    Parallel Title: Parallelausg. La discipline en classe s'est-elle détériorée ?
    Keywords: Education
    Abstract: Classrooms and schools with more disciplinary problems are less conducive to learning, since teachers have to spend more time creating an orderly environment before instruction can begin. Interruptions in the classroom disrupt students’ concentration on, and their engagement in, their lessons. Results from PISA 2009 show that disciplinary climate is strongly associated with student performance. Students who reported that their reading lessons are often interrupted perform less well than students who reported that there are few or no interruptions in class. Popular belief has it that every successive crop of students is less disciplined than the one before it, and that teachers are losing control over their classes. But popular belief has it wrong: according to data gathered in PISA 2009, the majority of students in OECD countries enjoy orderly classrooms, and between 2000 and 2009, discipline in school did not deteriorate – in fact, in most countries it improved...
    DOI: 10.1787/5k9h362q5ng4-en
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of Belgium Flanders 2010 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264113718
    Language: English
    Pages: Online-Ressource (76 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education ; Belgium
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. The Flemish VET system has a good range of vocational options at different levels. The system is underpinned by strong academic standards reflected in the performance of 15-year-olds and compulsory education up to age 18. Commendable attention is given to entrepreneurial training. Policy development is dynamic and evidence is used extensively in reforms. At the same time the system faces a number of challenges, including early tracking, weaknesses in literacy and numeracy skills among some students, and too many unqualified school leavers. The use of workplace training is very variable, and some training provision inadequately reflects labour market needs. The quality of career guidance in compulsory education could also usefully be improved. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264113718-en
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of Ireland 2010 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264113848
    Language: English
    Pages: Online-Ressource (76 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education ; Ireland
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. Ireland has a wide range of VET provision targeted at different client groups. The national qualifications framework is comprehensive and includes a strong commitment to the avoidance of dead-ends and pathways of progression. At the same time, the economic crisis is making intense demands on the Irish VET system, particularly on the apprenticeship system, which focuses on a narrow set of occupations. Weak literacy and numeracy are serious problems for many learners, and many of those looking after VET students, in particular those in companies, lack pedagogical training. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264113848-en
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    Establishing a Framework for Evaluation and Teacher Incentives : Considerations for Mexico (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264094406
    Language: English
    Pages: Online-Ressource (124 p.)
    Parallel Title: Parallelausg. Establecimiento de un marco para la evaluación e incentivos docentes ; Consideraciones para México
    Parallel Title: Parallelausg. Establecimiento de un marco para la evaluación e incentivos docentes : Consideraciones para México
    Parallel Title: Erscheint auch als Establishing a framework for evaluation and teacher incentives
    DDC: 371.161
    Keywords: Bildung ; Bildungsabschluss ; Bildungspolitik ; Lehrkräfte ; Mexiko ; Education ; Mexico
    Abstract: Countries with underperforming education systems are recognising that effective reform is vital. But what types of programmes are likely to be effective, and how can they be implemented given local norms and conditions? This report focuses on evaluation, assessment and teacher incentives and attempts to answer these important questions for Mexico and, by extension, other OECD member and partner countries. A public policy framework for education reform is first presented, followed by specifics on evaluation systems, student assessment instruments, school value-added considerations, and teacher evaluation and incentive plans. Dozens of policy findings and recommendations follow each of the six core chapters, including six key policy dimensions of effective education reform and an 11-step plan for improving teacher evaluation and incentives.
    DOI: 10.1787/9789264094406-en
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    Avaliações de Políticas Nacionais de Educação: Estado de Santa Catarina, Brasil (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264091368
    Language: Portuguese
    Pages: Online-Ressource (374 p.)
    Parallel Title: Parallelausg. Reviews of National Policies for Education; Santa Catarina State, Brazil 2010
    Parallel Title: Parallelausg. Reviews of National Policies for Education: Santa Catarina State, Brazil 2010
    Keywords: Education ; Brazil
    Abstract: A educação é uma prioridade fundamental para o Estado de Santa Catarina. Os seus responsáveis pela elaboração de políticas estão firmemente empenhados no fornecimento de um sistema educacional adequado e eficiente, que atenda às exigências da economia global e que possibilite que o Estado ganhe em competitividade, tanto em âmbito nacional como internacional. Esta análise da OCDE apresenta uma breve visão global do setor da educação no Estado de Santa Catarina e das suas recentes evoluções. Realiza uma análise do sistema, desde a pré-escola até a educação superior e a aprendizagem continuada e identifica as principais diretrizes para uma reforma das políticas à luz dos desafios enfrentados pelas autoridades, comunidades, empresas, bem como pelos educadores, pais e alunos. Conclui com um conjunto de recomendações principais referentes à estrutura do sistema e sua relevância para o mundo do trabalho, ao acesso e equidade, à gestão e administração, à pesquisa, desenvolvimento e inovação, à internacionalização e ao financiamento. Este relatório será de utilidade para os profissionais catarinenses e de outros Estados, bem como para os seus homólogos no plano internacional.
    DOI: 10.1787/9789264091368-pt
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    Mejorar las escuelas : Estrategias para la acción en México (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264087682
    Language: Spanish
    Pages: Online-Ressource (196 p.)
    Parallel Title: Parallelausg. Improving Schools; Strategies for Action in Mexico
    Parallel Title: Parallelausg. Improving Schools: Strategies for Action in Mexico
    Keywords: Education ; Mexico
    Abstract: Este reporte desarrolla conocimientos comparados sobre reformas en política docente y gestión y liderazgo escolar en el contexto de un país miembro de la OCDE: México. Los resultados educativos en México pueden mejorar si se refuerza la eficacia de sus escuelas. La brecha en estándares entre el desempeño de los estudiantes en México y otros países de la OCDE sólo puede ser reducida si las escuelas se vuelven buenas en lo que hacen. Este reporte analiza las áreas fundamentales y los retos a los que se enfrenta el sistema educativo mexicano, y provee recomendaciones de políticas públicas en las áreas de gestión, liderazgo escolar y política docente. Estas recomendaciones han sido desarrolladas considerando los resultados, la calidad, los estándares educativos y de las escuelas en México en términos de lo que se sabe a nivel internacional sobre las escuelas eficaces. El resultado es una serie de recomendaciones adaptadas al contexto mexicano. El reporte tiene dos audiencias: Busca apoyar al gobierno de México y a los actores clave del sistema educativo en el desarrollo de una visión común de largo plazo y de políticas en las áreas de gestión escolar, liderazgo escolar, participación social, así como en políticas de selección, formación inicial, desarrollo profesional y evaluación de docentes en México. A su vez, ofrece conocimientos valiosos sobre desarrollo e implementación de políticas educativas para otros países miembros y asociados de la OCDE que se encuentran en procesos de reforma de sus sistemas educativos.
    DOI: 10.1787/9789264087682-es
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    Inspired by Technology, Driven by Pedagogy : A Systemic Approach to Technology-Based School Innovations (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264094437
    Language: English
    Pages: Online-Ressource (160 p.)
    Series Statement: Educational Research and Innovation
    Parallel Title: Druckausg.
    RVK:
    DI 4000
    RVK:
    DP 2600
    Keywords: Education ; Science and Technology ; Schule ; Neue Technologie ; Strukturwandel
    Abstract: This report highlights key issues to facilitate understanding of how a systemic approach to technology-based school innovations can contribute to quality education for all while promoting a more equal and effective education system. It focuses on the novel concept of systemic innovation, as well as presenting the emerging opportunities to generate innovations that stem from Web 2.0 and the important investments and efforts that have gone into the development and promotion of digital resources. It also shows alternative ways to monitor, assess and scale up technology-based innovations. Some country cases, as well as fresh and alternative research frameworks, are presented.
    DOI: 10.1787/9789264094437-en
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    Learning Mathematics for Life : A Perspective from PISA (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264075009
    Language: English
    Pages: Online-Ressource (246 p.)
    Series Statement: PISA
    Keywords: Education
    Abstract: People from many countries have expressed interest in the tests students take for the Programme for International Student Assessment (PISA). Learning Mathematics for Life examines the link between the PISA test requirements and student performance. It focuses specifically on the proportions of students who answer questions correctly across a range of difficulty. The questions are classified by content, competencies, context and format, and the connections between these and student performance are then analysed. This analysis has been carried out in an effort to link PISA results to curricular programmes and structures in participating countries and economies. Results from the student assessment reflect differences in country performance in terms of the test questions. These findings are important for curriculum planners, policy makers and in particular teachers – especially mathematics teachers of intermediate and lower secondary school classes.
    DOI: 10.1787/9789264075009-en
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    PISA 2009 Results: What Students Know and Can Do : Student Performance in Reading, Mathematics and Science (Volume I) (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264091450
    Language: English
    Pages: Online-Ressource (276 p.)
    Series Statement: PISA
    Parallel Title: Parallelausg. Résultats du PISA 2009 ; Savoirs et savoir-faire des élèves ; Performance des élèves en compréhension de l'écrit, en mathématiques et en sciences (Volume I)
    Parallel Title: Parallelausg. PISA 2009 Ergebnisse; Was Schülerinnen und Schüler wissen und können; Schülerleistungen in Lesekompetenz, Mathematik und Naturwissenschaften (Band 1)
    Parallel Title: Parallelausg. Informe PISA 2009; Lo que los estudiantes saben y pueden hacer ; Rendimiento de los estudiantes en lectura, matemáticas y ciencias
    Parallel Title: Parallelausg. Résultats du PISA 2009 : Savoirs et savoir-faire des élèves : Performance des élèves en compréhension de l'écrit, en mathématiques et en sciences (Volume I)
    Parallel Title: Parallelausg. PISA 2009 Ergebnisse: Was Schülerinnen und Schüler wissen und können: Schülerleistungen in Lesekompetenz, Mathematik und Naturwissenschaften (Band 1)
    Parallel Title: Parallelausg. Informe PISA 2009: Lo que los estudiantes saben y pueden hacer : Rendimiento de los estudiantes en lectura, matemáticas y ciencias
    Keywords: Education
    Abstract: This first volume of PISA 2009 survey results provides comparable data on 15-year-olds' performance on reading, mathematics and science across 65 countries. The volume opens with an introduction explaining what PISA is and how PISA 2009 is different from previous PISA surveys. The introduction also explains what PISA 2009 measures and how. A reader's guide provides information needed to interpret the data. Chapter 2 provides a summary of the findings related to performance in reading, the focus of the 2009 survey. Chapter 3 provides a summary of the findings related to performance in mathematics and science. A final chapter explores policy implications in five areas: low performance, pursuing excellence, strengths and weaknesses in different kinds of reading, student performance in math and science, and the potential to improve performance across the world. Annexes provide detailed statistical data and technical information.
    DOI: 10.1787/9789264091450-en
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    Assessing the Effects of ICT in Education : Indicators, Criteria and Benchmarks for International Comparisons (2010)
    Ispra (VA) : Joint Research Centre- European Commission
    Details
    ISBN: 9789264079786
    Language: English
    Pages: Online-Ressource (217 p)
    Keywords: Education
    Abstract: Despite the fact that education systems have been heavily investing in technology since the early 1980s, international indicators on technology uptake and use in education are missing. This book aims to provide a basis for the design of frameworks, the identification of indicators and existing data sources, as well as gaps in areas needing further research. The contributions stem from an international expert meeting in April 2009 organised by the Centre for Research on Lifelong Learning, in co-operation with OECD (CERI), on benchmarking technology use and effects in education. The contributions clearly demonstrate the need to develop a consensus around approaches, indicators and methodologies. The book is organised around four blocks: contexts of ICT impact assessment in education, state-of-the-art ICT impact assessment, conceptual frameworks and case studies.
    DOI: 10.1787/9789264079786-en
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    Evaluación y reconocimiento de la calidad de los docentes : Prácticas internacionales (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264079717
    Language: Spanish
    Pages: Online-Ressource (268 p.)
    Parallel Title: Parallelausg. Evaluating and Rewarding the Quality of Teachers; International Practices
    Parallel Title: Parallelausg. Evaluating and Rewarding the Quality of Teachers: International Practices
    Keywords: Education
    Abstract: Este volumen está concebido para ofrecer orientaciones generales a las autoridades y a los responsables de las políticas educativas, en cuanto al diseño y la instrumentación de las reformas necesarias en las políticas de evaluación e incentivos a docentes. El libro ofrece indicios y respuestas a planteamientos como los siguientes: qué elementos del desempeño en educación deberían premiarse y medirse en un sistema de evaluación; quién debe ser recompensado, los maestros, grupos de maestros o las escuelas; cuáles mecanismos sólidos y confiables se pueden utilizar para premiar a los maestros; las políticas de evaluación y compensación, cómo se desarrollan y se llevan a la práctica para asegurar que las partes involucradas se adueñen de ellas.
    DOI: 10.1787/9789264079717-es
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    Performance-based Funding for Public Research in Tertiary Education Institutions : Workshop Proceedings (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264094611
    Language: English
    Pages: Online-Ressource (188 p.)
    Keywords: Education ; Governance ; Science and Technology
    Abstract: Governments are seeking to channel research funds into universities and other institutions in ways that support high-quality research in strategically important areas and bolster effective knowledge diffusion. These issues of steering and funding have even more relevance in light of the current financial crisis and economic downturn which have seen severe fiscal pressures fall on many countries. This publication presents a collection of papers presented at an OECD workshop on performance-based funding of public research in tertiary education institutions. It takes stock of current thinking and practice around performance-based funding of public research in tertiary education institutions, as a tool to help governments meet their research goals. These funding models are essentially systems of ex-post evaluation of research outputs and outcomes from universities and other tertiary institutions, and are generally based on peer review, bibliometric or other quantitative indicators. Their results are used to inform government decisions about how much and which institutions to fund.
    DOI: 10.1787/9789264094611-en
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    PISA 2009 Results: Learning Trends : Changes in Student Performance Since 2000 (Volume V) (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264091580
    Language: English
    Pages: Online-Ressource (210 p.)
    Series Statement: PISA
    Parallel Title: Parallelausg. Résultats du PISA 2009 ; Tendances dans l'apprentissage ; L'évolution de la performance des élèves depuis 2000 (Volume V)
    Parallel Title: Parallelausg. PISA 2009 Ergebnisse; Lernfortschritte im globalen Wettbewerb; Veränderungen bei den Schülerleistungen seit 2000 (Band 5)
    Parallel Title: Parallelausg. Résultats du PISA 2009 : Tendances dans l'apprentissage : L'évolution de la performance des élèves depuis 2000 (Volume V)
    Parallel Title: Parallelausg. PISA 2009 Ergebnisse: Lernfortschritte im globalen Wettbewerb: Veränderungen bei den Schülerleistungen seit 2000 (Band 5)
    Keywords: Education
    Abstract: This volume of PISA 2009 results looks at the progress countries have made in raising student performance and improving equity in the distribution of learning opportunities. Following an Introduction to PISA and a Reader's Guide helping users interpret the data, Chapter 1 summarises overall performance over time. Chapter 2 looks at trends in reading. Chapter 3 looks at trends in mathematics and science. Chapter 4 examines trends in equity. Chapter 5 explores trends in attitudes and student-school relations. The final chapter analyzes implications for policy. Annexes provide techical background and tables of results.
    DOI: 10.1787/9789264091580-en
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    Reviews of National Policies for Education: Kyrgyz Republic 2010 : Lessons from PISA (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264088757
    Language: English
    Pages: Online-Ressource (368 p.)
    Series Statement: Reviews of National Policies for Education
    Parallel Title: Parallelausg. Reviews of National Policies for Education; Kyrgyz Republic 2010; Lessons from PISA (Russian version)
    Parallel Title: Parallelausg. Reviews of National Policies for Education: Kyrgyz Republic 2010: Lessons from PISA (Russian version)
    Parallel Title: Erscheint auch als Kyrgyz Republic 2010
    RVK:
    DI 1009
    Keywords: Bildungspolitik ; Kirgisistan ; Education ; Kyrgyzstan ; Kirgisien ; Bildungssystem ; Bildungspolitik
    Abstract: The Programme for International Student Assessment (PISA) is a highly influential instrument for monitoring the quality of education systems and provides a strong evidence base for informed policy making and education research. PISA also has a proven potential to trigger reforms and stimulate stakeholder involvement in the process. Notwithstanding the importance of its ranking, the full strength of PISA unfolds when data it delivers is utilised in the national policy domain. Linking PISA outcomes and policy choices, and monitoring the impact on education quality is thereby a demanding task, which requires sound analytical capacity, and also knowledge of the strengths and weaknesses of the respective education system. The OECD Directorate for Education addresses the demand of non-member economies for policy support in understanding and analysing PISA data in the broader context of education system management and policy formulation. This report explains the reasons for the dramatically low performance of Kyrgyz students in the 2006 PISA survey, despite significant resources and efforts invested in education by schools, parents and government. The report reveals that a number of policy areas are in need of urgent attention and recommends ways to close the currently existing gap between aspirations and education reform achievement.
    DOI: 10.1787/9789264088757-en
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  • 91
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    PISA 2009 Results: What Makes a School Successful? : Resources, Policies and Practices (Volume IV) (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264091559
    Language: English
    Pages: Online-Ressource (306 p.)
    Series Statement: PISA
    Parallel Title: Parallelausg. Résultats du PISA 2009 ; Les clés de la réussite des établissements d'enseignement ; Ressources, politiques et pratiques (Volume IV)
    Parallel Title: Parallelausg. PISA 2009 Ergebnisse; Was macht eine Schule erfolgreich? Lernumfeld und schulische Organisation in PISA (Band 4)
    Parallel Title: Parallelausg. Résultats du PISA 2009 : Les clés de la réussite des établissements d'enseignement : Ressources, politiques et pratiques (Volume IV)
    Parallel Title: Parallelausg. PISA 2009 Ergebnisse: Was macht eine Schule erfolgreich? Lernumfeld und schulische Organisation in PISA (Band 4)
    Keywords: Education
    Abstract: This volume of PISA 2009 results examines how human, financial and material resources, and education policies and practices shape learning outcomes. Following an introduction to PISA and a Reader's Guide explaining how to interpret the data, Chapter 1 presents a summary of features shared by "successful" school systems. Chapter 2 details how resources, policies and practices relate to student performance. Chapter 3 provides detailed descriptions and in-depth analyses of selected organisational features (how students are sorted into grades, schools, and programmes, school autonomy, etc.) of schools and systems and how those aspects affect performance. Chapter 4 describes and analyzes key aspects of the learning environment (behaviours, discipline, parental involvement, school leadership, etc.) and how they affect performance. The final chapter discusses the policy implications of the findings. Annexes provides detailed statistical data and technical background.
    DOI: 10.1787/9789264091559-en
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  • 92
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    PISA 2009 Results: Overcoming Social Background : Equity in Learning Opportunities and Outcomes (Volume II) (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264091504
    Language: English
    Pages: Online-Ressource (224 p.)
    Series Statement: PISA
    Parallel Title: Parallelausg. Résultats du PISA 2009 ; Surmonter le milieu social ; L'égalité des chances et l'équité du rendement de l'apprentissage (Volume II)
    Parallel Title: Parallelausg. PISA 2009; Potenziale nutzen und Chancengerechtigkeit sichern
    Parallel Title: Parallelausg. Résultats du PISA 2009 : Surmonter le milieu social : L'égalité des chances et l'équité du rendement de l'apprentissage (Volume II)
    Parallel Title: Parallelausg. PISA 2009: Potenziale nutzen und Chancengerechtigkeit sichern
    Keywords: Education
    Abstract: Volume II of PISA's 2009 results looks at how successful education systems moderate the impact of social background and immigrant status on student and school performance. The volume opens with an introduction to PISA and a Reader's Guide providing information that will help readers understand the data. Chapter 1 focuses on the magnitude of differences in student performance across countries and the extent to which these differences relate to socio-economic background. Chapter 2 examines the extent to which students and schools with different socio-economic backgrounds have access to similar educational resources, and the impact of background and school on learning outcomes. Chapter 3 examines the relationship between student performance and different aspects of socio-economic background. Chapter 4 compares the performance of students with an immigrant background with the performance of other students. Chapter 5 analyses the impact of socio-economic background of schools on reading performance. The final chapter examines policy implications of the findings. Annexes provide detailed statistical data and technical information.
    DOI: 10.1787/9789264091504-en
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  • 93
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    Política de educación y formación : Los docentes son importantes : Atraer, formar y conservar a los docentes eficientes (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264046276
    Language: Spanish
    Pages: Online-Ressource (250 p.) , ill.
    Parallel Title: Parallelausg. Teachers Matter; Attracting, Developing and Retaining Effective Teachers
    Parallel Title: Parallelausg. Le rôle crucial des enseignants ; Attirer, former et retenir des enseignants de qualité
    Parallel Title: Parallelausg. Stärkere Professionalisierung des Lehrerberufs; Wie gute Lehrer gewonnen, gefördert und gehalten werden können
    Parallel Title: Parallelausg. Teachers Matter (Hungarian version); Attracting, Developing and Retaining Effective Teachers
    Parallel Title: Parallelausg. Teachers Matter (Japanese version); Attracting, Developing and Retaining Effective Teachers
    Parallel Title: Parallelausg. Professores são importantes; Atraindo, desenvolvendo e retendo professores eficazes
    Parallel Title: Parallelausg. Teachers Matter: Attracting, Developing and Retaining Effective Teachers
    Parallel Title: Parallelausg. Le rôle crucial des enseignants : Attirer, former et retenir des enseignants de qualité
    Parallel Title: Parallelausg. Stärkere Professionalisierung des Lehrerberufs: Wie gute Lehrer gewonnen, gefördert und gehalten werden können
    Parallel Title: Parallelausg. Teachers Matter (Hungarian version): Attracting, Developing and Retaining Effective Teachers
    Parallel Title: Parallelausg. Teachers Matter (Japanese version): Attracting, Developing and Retaining Effective Teachers
    Parallel Title: Parallelausg. Professores são importantes: Atraindo, desenvolvendo e retendo professores eficazes
    Keywords: Education
    Abstract: Los buenos docentes son la columna vertebral de todo sistema educativo. Por tal razón, los gobiernos constantemente buscan políticas magisteriales que los ayuden a seleccionar y conservar a los mejores. A la mayoría de los países le preocupa el envejecimiento de los docentes y la manera de atraer candidatos nuevos, así como satisfacer las demandas de los diversos grupos estudiantiles, las expectativas más altas y las nuevas responsabilidades. Para ser e caz, la política magisterial debe resolver dichas cuestiones. Los docentes son importantes proporciona un detallado análisis internacional de: Las tendencias y los programas de desarrollo de los docentes en 25 países. La investigación sobre cómo atraer, formar y conservar a docentes eficientes. Políticas y prácticas innovadoras y exitosas que los países han implementado. Opciones de política magisterial para consideración de los países. A la vez que documenta muchas áreas de interés acerca de los docentes y la enseñanza, el informe también proporciona ejemplos positivos de la manera en que in uyen las políticas públicas. Destaca los países donde la posición social de los docentes es alta y donde hay más candidatos cali cados que puestos vacantes. Incluso en países en los que la escasez ha sido preocupante, recientemente ha habido señales de mayor interés en la docencia y las iniciativas de política pública parecen estar surtiendo efecto.
    DOI: 10.1787/9789264046276-es
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  • 94
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    OECD-Studien zur Berufsbildung: Lernen für die Arbeitswelt (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264087842
    Language: German
    Pages: Online-Ressource (218 p.)
    Parallel Title: Parallelausg. Formation et emploi ; relever le défi de la réussite
    Parallel Title: Parallelausg. Learning for Jobs
    Parallel Title: Parallelausg. Preparándose para trabajar
    Parallel Title: Parallelausg. Formation et emploi : relever le défi de la réussite
    Keywords: Education
    Abstract: Ein hohes Niveau arbeitsplatzrelevanter Kompetenzen wird für die OECD-Länder als entscheidendes Mittel zur Stützung des Wirtschaftswachstums betrachtet. Die Berufsbildungssysteme sind nunmehr Gegenstand eingehender Analysen, um herauszufinden, ob sie in der Lage sind, die erforderlichen Kompetenzen zu vermitteln. Lernen für die Arbeitswelt ist eine OECD-Studie zur Berufsbildung, die den Ländern dabei helfen soll, die Anpassungsfähigkeit ihrer Berufsbildungssysteme im Blick auf die Arbeitsmarkterfordernisse zu verbessern. Sie wird die Faktengrundlage erweitern, einen Katalog von Politikoptionen ermitteln und Instrumente für die Bewertung der Politikinitiativen im Bereich der Berufsbildung entwickeln. Die OECD führt in folgenden Ländern Prüfungen der Berufsbildungspolitik durch: Australien, Belgien (Flandern), Deutschland, Irland, Korea, Mexiko, Norwegen, Österreich, Schweden, Schweiz, Tschechische Republik, Ungarn, Vereinigtes Königreich (England und Wales), Vereinigte Staaten (South Carolina und Texas). Ein erster Bericht über Chile und ein Kurzbericht über die Volksrepublik China wurden ebenfalls erstellt.
    DOI: 10.1787/9789264087842-de
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  • 95
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    Reviews of National Policies for Education: Higher Education in Egypt 2010 : (Arabic version) (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264084407
    Language: Arabic
    Pages: Online-Ressource (309 p.) , ill.
    Parallel Title: Parallelausg. Reviews of National Policies for Education; Higher Education in Egypt 2010
    Parallel Title: Parallelausg. Reviews of National Policies for Education: Higher Education in Egypt 2010
    Keywords: Education ; Egypt
    Abstract: In recent years, the Government of Egypt has driven major reforms for modernising the country. While the success of this effort depends heavily on the quality of education and skills of the population, Egypt’s higher education system has remained largely unchanged in this context. Without a fundamental reform of the sector the country will face difficulties in improving its competitiveness in an increasingly knowledge-based world, in providing for a larger and more diverse student population, and in reducing social inequalities. This book represents an independent review of Egypt’s higher education system and focuses on areas in need of attention by policy makers and stakeholders, including system steering and institutional governance; student access to higher education; educational quality and effectiveness; research, development and innovation; and finance. It contains an analysis of the system and valuable recommendations which, taken together, represent a major programme of structural and cultural reform of Egyptian higher education over the decade to 2020. Reviews of National Policies for Education: Higher Education in Egypt will be of interest to Egyptian policy makers and education professionals, as well as others involved in education policy and research.
    DOI: 10.1787/9789264084407-ar
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  • 96
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    Higher Education in Regional and City Development: Bío Bío Region, Chile 2010 (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264088931
    Language: English
    Pages: Online-Ressource (160 p.) , ill.
    Series Statement: Higher Education in Regional and City Development
    Parallel Title: Parallelausg. Educación Superior en el Desarrollo Regional y Urbano; La Región del Bío-Bío, Chile 2010
    Parallel Title: Parallelausg. Educación Superior en el Desarrollo Regional y Urbano: La Región del Bío-Bío, Chile 2010
    Keywords: Education ; Urban, Rural and Regional Development ; Chile
    Abstract: The Bío Bío Region has pioneered regional development in Chile. It has a high concentration of higher education and research activity. Its universities and other higher education institutions have made significant progress in widening access to education. But challenges remain: the Bío Bío Region continues to suffer from brain drain as well as higher than average unemployment and poverty rates. How can the Bío Bío Region promote new business formation and the development of the existing small and medium-sized companies? What incentives are needed to improve higher education institutions’ regional and local orientation? How can higher education institutions move from knowledge generation towards knowledge transfer? This joint OECD and World Bank review explores a range of helpful policy measures and institutional reforms to mobilise higher education for the development of the Bío Bío Region. It is part of the series of the OECD reviews of Higher Education in Regional and City Development. These reviews help mobilise higher education institutions for economic, social and cultural development of cities and regions. They analyse how the higher education system impacts upon regional and local development and bring together universities, other higher education institutions and public and private agencies to identify strategic goals and to work towards them.
    DOI: 10.1787/9789264088931-en
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  • 97
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    Assessing Scientific, Reading and Mathematical Literacy : A Framework for PISA 2006 (Finnish version) (2010)
    Helsinki : Ministry of Education, Finland
    Details
    ISBN: 9789524858366
    Language: Finnish
    Pages: Online-Ressource (190 p.)
    Parallel Title: Parallelausg. Assessing Scientific, Reading and Mathematical Literacy; A Framework for PISA 2006
    Parallel Title: Parallelausg. Compétences en sciences, lecture et mathématiques ; Le cadre d'évaluation de PISA 2006
    Parallel Title: Parallelausg. PISA 2006 ; Marco de la evaluación ; Conocimientos y habilidades en ciencias, matemáticas y lectura
    Parallel Title: Parallelausg. Valutare le competenze in scienze, lettura e matematica; Quadro di riferimento di PISA 2006
    Parallel Title: Parallelausg. Assessing Scientific, Reading and Mathematical Literacy; A Framework for PISA 2006 (Japanese version)
    Parallel Title: Parallelausg. PISA 2006; Estrutura da avaliação; Conhecimentos e habilidades em ciências, leitura e matemática
    Parallel Title: Parallelausg. Assessing Scientific, Reading and Mathematical Literacy: A Framework for PISA 2006
    Parallel Title: Parallelausg. Compétences en sciences, lecture et mathématiques : Le cadre d'évaluation de PISA 2006
    Parallel Title: Parallelausg. PISA 2006 : Marco de la evaluación : Conocimientos y habilidades en ciencias, matemáticas y lectura
    Parallel Title: Parallelausg. Valutare le competenze in scienze, lettura e matematica: Quadro di riferimento di PISA 2006
    Parallel Title: Parallelausg. Assessing Scientific, Reading and Mathematical Literacy: A Framework for PISA 2006 (Japanese version)
    Parallel Title: Parallelausg. PISA 2006: Estrutura da avaliação: Conhecimentos e habilidades em ciências, leitura e matemática
    Keywords: Education
    Abstract: Ovatko oppilaat valmiita kohtaamaan tulevaisuuden haasteet? Osaavatko he analysoida, päätellä ja ilmaista tehokkaasti ideoitaan? Onko heillä kykyä elinikäiseen oppimiseen? OECD:n PISA-tutkimusohjelmassa (Programme for International Student Assessment) haetaan vastauksia näihin kysymyksiin. Siinä tutkitaan kolmivuosittain (2000, 2003, 2006, …) keskeisten teollistuneiden maiden 15-vuotiaiden oppilaiden kykyä käyttää hankkimaansa lukutaidollista, matemaattista ja luonnontieteellistä osaamista. Ensimmäisessä tutkimuksessa vuonna 2000 painottui lukeminen ja toisessa vuonna 2003 matemaattinen osaaminen. Luonnontieteelliseen osaamiseen keskittyvä PISA 2006 täydentää ensimmäisen kokonaisen tutkimusjakson. Luonnontieteiden, lukemisen ja matematiikan osaamisen arviointi – PISA 2006 -viitekehys esittelee PISA 2006 -tutkimuksen aihepiirien määrittelyt. Siihen sisältyy uudistettu ja laajennettu luonnontieteellisen osaamisen viitekehys, tähän liittyvä uudenlainen oppilaiden asenteiden arviointitapa, sekä viitekehykset lukemisen ja matemaattisen osaamisen arvioimiseen. Näistä kolmesta aihepiiristä itetään sisältö, joka oppilaiden tulee omaksua. Lisäksi esitetään taidot, joista heidän tulisi suoriutua, sekä ympäristöt, joissa tietoja ja taitoja sovelletaan. Aihepiirejä ja niiden eri puolia havainnollistetaan esimerkkitehtävillä. TÄYDENTÄVÄÄ KIRJALLISUUTTA PISA 2003 -tutkimuksen ensitulokset julkaistiin teoksissa Learning for Tomorrow’s World – First Results from PISA 2003 (OECD, 2004) ja Problem Solving for Tomorrow’s World – First Measures of Cross-Curricular Competencies from PISA 2003 (OECD, 2004). OECD:n PISA-tutkimusohjelma (Programme for International Student Assessment) PISA on 30 OECD-jäsenmaan ja lähes 30 kumppanimaan yhteistyöhanke, jossa yhdistyy osallistujamaiden tieteellinen asiantuntemus ja jota ohjaavat maiden hallitukset yhteisesti hyväksyttyjen periaatteiden mukaan. PISA on monella tavalla uudenlainen yritys mitata oppilaiden osaamista: – Arjen osaamisen korostaminen: PISA:ssa ei määritellä arvioitavia aihepiirejä (luonnontieteellinen, lukemisen ja matematiikan osaaminen) ensisijaisesti koulun opetussuunnitelmien mukaan, vaan keskeisiä ovat tiedot ja taidot, joita aktiivinen kansalainen tarvitsee yhteiskunnassa. – Tutkimuksen pitkäjänteisyys: Osallistujamailla on mahdollisuus seurata säännöllisesti ja luotettavasti edistymistään tärkeimpien oppimistavoitteiden saavuttamisessa. – Ikäryhmän valinta: Koska kohderyhmänä ovat 15-vuotiaat eli oppivelvollisuutensa loppuvaiheessa olevat oppilaat, PISA kertoo selkeästi koulujärjestelmän toimivuudesta. – Elinikäisen oppimisen näkökulma: PISA:ssa ei arvioida vain oppilaiden tietoja ja taitoja, vaan myös heidän omaa oppimismotivaatiotaan, uskomuksiaan itsestään ja oppimistapojaan.
    DOI: 10.1787/9789524858366-fi
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  • 98
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    Improving School Leadership, Volume 1 (Estonian version) : Policy and Practice (2010)
    Tallinn : National Examinations and Qualifications Centre, Estonia
    Details
    ISBN: 9789264082915
    Language: Estonian
    Pages: Online-Ressource (255 p.)
    Parallel Title: Parallelausg. Improving School Leadership, Volume 1; Policy and Practice
    Parallel Title: Parallelausg. Améliorer la direction des établissements scolaires, Volume 1 ; Politiques et pratiques
    Parallel Title: Parallelausg. Mejorar el liderazgo escolar, Volumen 1 ; política y práctica
    Parallel Title: Parallelausg. Improving School Leadership, Volume 1; Policy and Practice (Lithuanian version)
    Parallel Title: Parallelausg. Improving School Leadership, Volume 1: Policy and Practice
    Parallel Title: Parallelausg. Améliorer la direction des établissements scolaires, Volume 1 : Politiques et pratiques
    Parallel Title: Parallelausg. Mejorar el liderazgo escolar, Volumen 1 : política y práctica
    Parallel Title: Parallelausg. Improving School Leadership, Volume 1: Policy and Practice (Lithuanian version)
    Keywords: Education
    Abstract: As countries strive to reform education systems and improve student results, school leadership is high on education policy agendas. But in many countries, the men and women who run schools are overburdened, underpaid and near retirement. And few people are lining up for their jobs. What leadership roles contribute most to improving student learning? How best to allocate and distribute leadership tasks? How to develop the right skills for effective school leadership? How to make the profession attractive to high-quality candidates; This book is based on an OECD study of school leadership practices and policies around the world. Offering a valuable cross-country perspective, it identifies four policy levers and a range of policy options to help governments improve school leadership now and build sustainable leadership for the future.
    DOI: 10.1787/9789264082915-et
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  • 99
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    Cross-border Tertiary Education : A Way towards Capacity Development (Spanish version) (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264087088
    Language: Spanish
    Pages: Online-Ressource (248 p.)
    Parallel Title: Parallelausg. Cross-border Tertiary Education; A Way towards Capacity Development
    Parallel Title: Parallelausg. L'enseignement supérieur transnational ; Un levier pour le développement
    Parallel Title: Parallelausg. Cross-border Tertiary Education: A Way towards Capacity Development
    Parallel Title: Parallelausg. L'enseignement supérieur transnational : Un levier pour le développement
    Keywords: Education ; Trade
    Abstract: La educación superior transfronteriza está emergiendo para convertirse en un fenómeno fascinante pero muy complejo. La movilidad de estudiantes, de profesores, de conocimiento e incluso valores ha sido por siglos parte de la educación superior, pero esta ha crecido a un ritmo sin precedentes. Durante las últimas dos décadas se ha visto un crecimiento significativo de movilidad en los programas y proveedores de educación superior mediante modos presenciales y virtuales de entrega. Esto presenta muchas nuevas oportunidades entre las que están mayor acceso a la educación superior, alianzas estratégicas entre países y regiones, además de la expansión del recurso humano y la capacidad institucional. De forma paralela existe un número igual de retos: un incremento potencial de proveedores de baja o dudosa calidad, la falta de reconocimiento de las cualificaciones extranjeras por parte de los empleadores o instituciones de educación locales, junto al elitismo y las tensiones que este crea. En muchos casos, estas tendencias nuevas propician que los países reconsideren diferentes aspectos de su política educativa, en particular el marco normativo para el aseguramiento de la calidad y de la educación superior privada.El propósito del libro es generar nueva información sobre los retos y oportunidades que se presentan especialmente en los países en desarrollo para aprovechar la educación superior transfronteriza como una herramienta para el desarrollo. Esta obra analiza el concepto desarrollo de competencias mediante la educación transfronteriza, con énfasis el papel crucial del aseguramiento de la calidad y las negociaciones comerciales. Este volumen es de especial interés tanto para diseñadores de política educativa como para los incontables interesados en la educación superior de los países en desarrollo.
    DOI: 10.1787/9789264087088-es
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  • 100
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    Trends Shaping Education - 2008 Edition : (Chinese version) (2010)
    Shanghai : East China Normal University Press, China
    Details
    ISBN: 9787561768082
    Language: Chinese
    Pages: Online-Ressource (94 p.) , ill.
    Parallel Title: Parallelausg. Trends Shaping Education - 2008 Edition; (Dutch version)
    Parallel Title: Parallelausg. Trends Shaping Education 2008
    Parallel Title: Parallelausg. Les grandes mutations qui transforment l'éducation 2008
    Parallel Title: Parallelausg. Trends Shaping Education - 2008 Edition: (Dutch version)
    Keywords: Education
    DOI: 10.1787/9787561768082-zh
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