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  • 2020-2024  (159)
  • 2010-2014
  • 1970-1974
  • 2020  (159)
  • Paris : OECD Publishing  (159)
  • Cambridge [u.a.] : Cambridge Univ. Press
  • Education  (159)
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Language
Years
  • 2020-2024  (159)
  • 2010-2014
  • 1970-1974
Year
  • 1
    Online Resource
    Online Resource
    Paris : OECD Publishing
    ISBN: 9789264809956
    Language: English
    Pages: 1 Online-Ressource (circa 152 Seiten) , Illustrationen
    Series Statement: PISA
    Parallel Title: Erscheint auch als Benchmarking the performance of China's education system
    Keywords: Bildungswesen ; Performance-Messung ; Benchmarking ; China ; Education ; China, People’s Republic ; Graue Literatur
    Abstract: This report provides an assessment of both the strengths and potential areas for improvement of the education system of the People’s Republic of China. It articulates the inputs and outputs of China’s education system, brings in up-to-date policies and practices implemented in China, and provides an in-depth analysis on how China’s education system is performing in four overarching dimensions: learning environment, curriculum and teaching practices, student outcomes and education governance. Additionally, this report compares China with other high performing education systems to show the common or divergent patterns between them, offering insights for education systems around the world.
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  • 2
    ISBN: 9789264447790 , 9789264903913 , 9789264943186
    Language: English
    Pages: 1 Online-Ressource (166 Seiten) , 21 x 28cm.
    Series Statement: OECD Public Governance Reviews
    Parallel Title: Parallele Sprachausgabe Auditoria de Políticas Públicas Descentralizadas no Brasil: Abordagens Colaborativas e Baseadas em Evidências para Melhores Resultados
    Parallel Title: Erscheint auch als Auditing decentralised policies in Brazil
    Keywords: Education ; Governance ; Urban, Rural and Regional Development ; Brazil
    Abstract: Public policies and services, such as education, health, welfare, infrastructure and sanitation, are increasingly developed and provided via different levels of government (national, regional and local), creating co-ordination and governance challenges. This report describes how Brazil’s 33 courts of accounts can use their oversight function – including audits – to help make such decentralised policies more effective and coherent. It presents the results of a 3-year project to improve how the courts can work together, using the area of education as a pilot for testing the use of indicators in the strategic selection of audits. The report offers a model for audit institutions to assess multi-level governance, and explores governance models for stronger collaboration among the courts of accounts in Brazil. These approaches may inspire and inform other supreme audit institutions with responsibilities for auditing decentralised policies and programmes involving central, regional and local governments.
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  • 3
    ISBN: 9789264845510 , 9789264792814 , 9789264469631
    Language: French
    Pages: 1 Online-Ressource (420 p.) , 16 x 23cm.
    Series Statement: La recherche et l'innovation dans l'enseignement
    Parallel Title: Parallele Sprachausgabe Fostering Students' Creativity and Critical Thinking: What it Means in School
    Keywords: Education ; Science and Technology
    Abstract: La créativité et l’esprit critique sont des compétences essentielles dans des sociétés et des économies complexes, mondialisées et de plus en plus numériques. Si les enseignants et les dirigeants politiques considèrent la créativité et l’esprit critique comme des objectifs importants de l’enseignements, beaucoup éprouvent des difficultés à concevoir comment développer ces compétences dans le cadre scolaire. Afin de rendre les choses plus visibles et tangibles pour les professionnels, l’OCDE a travaillé avec des réseaux d’écoles et d’enseignants dans 11 pays pour développer et tester un ensemble de ressources pédagogiques qui illustrent l’enseignement, l’apprentissage et la progression de la créativité et de l’esprit critique dans l’enseignement primaire et secondaire. Grâce à un portfolio de référentiels de compétences et d’exemples de plans de cours, les enseignants sur le terrain ont fait part de leur retour d’expérience, mis en place les stratégies d’enseignement proposées et rendu compte de leur travail. Des instruments de suivi de l’efficacité de l’expérience pour une étude de validation ont aussi été testés, y compris un retour qualitatif sur le terrain fourni par les coordinateurs d’équipe. Quels sont les composantes principales de la créativité et de l’esprit critique ? Quelles stratégies et approches pédagogiques peuvent adopter les enseignants pour les développer ? Comment les chefs d’établissement peuvent-ils soutenir la formation professionnelle des enseignants ? Dans quelle mesure les enseignants ayant participé au projet ont-ils changé leurs méthodes d’enseignement ? Comment peut-on savoir si cela fonctionne et pour qui ? Ce sont certaines des questions abordées dans cet ouvrage, qui présente les résultats et les leçons de ce projet international.
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  • 4
    Online Resource
    Online Resource
    Paris : OECD Publishing
    ISBN: 9789264163362 , 9789264661226 , 9789264606791
    Language: English
    Pages: 1 Online-Ressource (165 p.) , 21 x 28cm.
    Series Statement: Higher Education
    Parallel Title: Erscheint auch als Resourcing higher education
    Keywords: Hochschulfinanzierung ; Studienfinanzierung ; OECD-Staaten ; Education ; Finance and Investment ; Governance ; OECD ; Hochschulfinanzierung ; Studienfinanzierung
    Abstract: Investment in higher education in OECD countries has increased substantially over the last 20 years, as a result of higher enrolment, increasing costs, government priorities related to skills, and research and innovation. Faced with economic and fiscal challenges, public authorities across the OECD need now more than ever to make thoughtful decisions about how to mobilise, allocate and manage financial and human resources in higher education. Effective action on the part of governments requires knowledge of international trends and alternative policy approaches; evidence from research and policy evaluations; and the practical experience of peers in other countries. The OECD Higher Education Resources Project addresses these needs by providing an accessible international evidence base for policy makers in Resourcing Higher Education, and targeted system-specific analyses in upcoming policy briefs and national policy reviews.
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  • 5
    ISBN: 9789264630710 , 9789264780217 , 9789264411494
    Language: English
    Pages: 1 Online-Ressource (450 p.) , 21 x 28cm.
    Series Statement: Higher Education
    Parallel Title: Erscheint auch als Labour market relevance and outcomes of higher education in four US States
    Keywords: Washington (Staat) ; Studium ; Bildungsertrag ; Ohio ; Texas ; Virginia ; Education ; Employment ; Social Issues/Migration/Health ; United States ; Ohio ; Texas ; Virginia ; Washington ; Studium ; Arbeitsmarkt
    Abstract: Across OECD countries, higher education graduates enjoy higher employment rates and earnings than workers with only an upper secondary qualification. However, not all graduates find jobs that make full use of their skills and help them launch rewarding careers, and employers in some economic sectors point to a lack of qualified graduates. Policy makers are concerned about the current alignment of higher education systems to labour markets, and are increasingly uneasy about the future of work and the resilience of higher education systems in uncertain economic times. This report, which focuses on four US states – Ohio, Texas, Virginia and Washington – is the third of a series of country-specific reviews conducted as part of the OECD project on the labour market relevance and outcomes of higher education. The report offers a comprehensive review of graduate outcomes and policies supporting alignment between higher education and the labour market in the four participating states in 2018-19, an overview of the US labour market and higher education context, and a range of policy examples from across OECD jurisdictions to help improve the alignment of higher education and the labour market.
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  • 6
    ISBN: 9789264442566
    Language: English
    Pages: 1 Online-Ressource (248 Seiten) , 21 x 28cm.
    Series Statement: TALIS
    Parallel Title: Erscheint auch als Building a high-quality early childhood education and care workforce
    Keywords: Education ; Chile ; Denmark ; Germany ; Iceland ; Israel ; Japan ; Korea, Republic of ; Norway ; Turkey
    Abstract: The work of early childhood education and care (ECEC) professionals is the major driver of the quality of an ECEC system. As evidence accumulates on the strong benefits of investing in early education, countries need effective policies to attract, maintain and retain a highly skilled workforce in the sector. This report looks at the makeup of the early childhood education and care workforce across countries, assessing how initial preparation programmes compare across different systems, what types of in-service training and informal learning activities help staff to upgrade their skills, and what staff say about their working conditions, as well as identifying policies that can reduce staff stress levels and increase well-being at work. The report also looks at which leadership and managerial practices in ECEC centres contribute to improving the skills, working conditions and working methods of staff. The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is the first international survey that focuses on the early childhood education and care workforce. It offers an opportunity to learn about the characteristics of ECEC staff and centre leaders, their practices at work, and their views on the profession and the sector. This second volume of findings, Building a High-Quality Early Childhood Education and Care Workforce, examines factors that influence the skills development of ECEC professionals, their working conditions and well-being at work, and leadership in ECEC centres.
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  • 7
    Online Resource
    Online Resource
    Paris : OECD Publishing
    ISBN: 9789264951839 , 9789264787582 , 9789264800779
    Language: English
    Pages: 1 Online-Ressource (240 p.) , 21 x 28cm.
    Series Statement: OECD Skills Studies
    Parallel Title: Erscheint auch als OECD OECD skills strategy Northern Ireland (United Kingdom)
    Keywords: Bildungspolitik ; Qualifikation ; Weiterbildung ; Erwachsenenbildung ; Nordirland ; Education ; Employment ; United Kingdom ; Graue Literatur
    Abstract: Skills are the key to shaping a better future and central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as globalisation, technological advances, and demographic change are reshaping work and society, generating a growing demand for higher levels and new sets of skills. OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries’ skills challenges and opportunities and help them build more effective skills systems. The OECD works collaboratively with countries to develop policy responses that are tailored to each country’s specific skills needs. The foundation of this approach is the OECD Skills Strategy Framework, which allows for an exploration of what countries can do better to: 1) develop relevant skills over the life course; 2) use skills effectively in work and in society; and 3) strengthen the governance of the skills system. This report, “OECD Skills Strategy Northern Ireland (United Kingdom): Assessment and Recommendations”, identifies opportunities and makes recommendations to reduce skills imbalances, create a culture of lifelong learning, transform workplaces to make better use of skills, and strengthen the governance of skills policies in Northern Ireland.
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  • 8
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (33 p.)
    Series Statement: OECD Education Policy Perspectives no.4
    Keywords: Education ; Romania
    Abstract: Despite improvements in recent years, many students in Romania still progress through school without mastering basic competencies and a large share of them leave school before completing upper secondary education. This education policy brief focuses on policies that can support Romania in ensuring that all students participate in and complete education – particularly those from disadvantaged groups. In particular, this brief focuses on improving functional literacy, reducing early school leaving and helping early school leavers return to education.
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  • 9
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Education Indicators in Focus no.73
    Keywords: Education
    Abstract: First-time entrants to tertiary education are required to make interconnected decisions about their field of study, the fees they will pay and the application requirements they are prepared to face. Their choice of programme and institution will be influenced by the costs and entry criteria. The decisions they make about what to study and where will have a long-term impact on their earnings and employment prospects.
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  • 10
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Title: コロナウイルス特集:学校再開に向けて
    Language: Japanese
    Pages: 1 Online-Ressource (19 p.)
    Parallel Title: Parallele Sprachausgabe Coronavirus special edition: Back to school
    Keywords: Education
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  • 11
    Language: English
    Pages: 1 Online-Ressource (61 p.)
    Series Statement: OECD Education Working Papers no.222
    Keywords: Education
    Abstract: This paper provides a structured overview of the existing parenting literature with the aim of developing an evidence-based and culture-sensitive framework of parenting and its influence on child development. The paper outlines how changes in the 21st century have altered family life and summarises evidence from 29 meta-studies and 81 quantitative studies for the developmental impact of different parenting styles and dimensions. Overall, results suggest that warm parenting that provides children with age-appropriate autonomy and structure is key for a healthy and prosperous development of children and adolescents across various domains. The parenting approach adopted by parents but also its effect varies and the paper points to various contextual (e.g. culture, socio-economic factors, support within the community and family) and individual (e.g. gender, personality and health condition of children and parents) factors explaining these variations. The paper discusses how a systematic consideration of such factors not only sharpens the scientific understanding of parenting and its impact but also helps improving family policies and support.
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  • 12
    Language: English
    Pages: 1 Online-Ressource (81 p.)
    Series Statement: OECD Education Working Papers no.213
    Keywords: Education
    Abstract: Modern education systems evolve in a context of growing teacher shortages, frequent turnover and a low attractiveness of the profession. In such a context where these challenges interrelate, there is an urgent need to better understand the well-being of teachers and its implications on the teaching and learning nexus. This is the ambition of the OECD Teacher Well-being and Quality Teaching Project. This working paper is an integral part in the development of this project as it proposes a comprehensive conceptual framework to analyse teachers’ occupational well-being and its linkages with quality teaching. The core concept of this framework defines teachers’ well-being around four key components: physical and mental well-being, cognitive well-being, subjective well-being and social well-being. The framework then explores how working conditions, at both system and school levels, can impact and shape teachers’ well-being, both positively and negatively aspects. It also presents two types of expected outcomes regarding teachers’ well-being: inward outcomes for teachers in terms of levels of stress and intentions to leave the profession; and outward outcomes on quality teaching in terms of classroom processes and student’ well-being. In an annex, the paper proposes an analytical plan on how to analyse teachers’ well-being indicators and cross the results with other OECD instruments. It also presents the field trial items of the new module on teachers’ well-being which are included in the Programme for International Student Assessment (PISA) 2021 teacher questionnaire.
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  • 13
    Language: English
    Pages: 1 Online-Ressource (80 p.)
    Series Statement: OECD Education Working Papers no.228
    Keywords: Education
    Abstract: Despite the international commitment to Roma social inclusion from 2005 onwards, the overall situation has not significantly changed. In education, important achievements have been reached, mainly in terms of access to primary. Yet, Roma students still lag behind. This paper maps policy initiatives for Roma inclusion in European education systems, analyses remaining challenges and explores policy perspectives. It first describes European countries’ conceptualisation and categorisation of ethnic groups. In doing so, it differentiates colour-blind countries that prohibit diversity data and prioritise integrated approaches in policymaking, and countries that collect such data and use targeted approaches. This work then identifies initiatives aimed at improving Roma students’ inclusion and recurrent challenges, such as segregation in education and anti-Gypsyism. The few evaluations available indicate that best practices are those that (1) combine mainstream and targeted approaches; (2) are community-based, with a genuine participation of Roma; (3) are conscious of cultural disparities; and (4) adopt an intercultural approach.
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  • 14
    Language: English
    Pages: 1 Online-Ressource (57 p.)
    Series Statement: OECD Education Working Papers no.217
    Keywords: Education
    Abstract: Situational Judgement Questions (SJQs) measuring process quality were included in the OECD Starting Strong Teaching and Learning International Survey 2018 (TALIS Starting Strong 2018) to address concerns of self-report bias in large-scale international surveys. These SJQs provide the staff in early childhood education and care with situations taken from a real-life professional context and offer several options on how to address these given situations. Using TALIS Starting Strong 2018 field trial data, this paper evaluates the reliability and validity of the SJQs as measures of process quality in a large-scale international survey. The results showed that the SJQs were reliable, valid and worked well in evaluating process quality. High process quality was characterised by: 1) supporting child-directed play; 2) managing conflicts through behavioural management; and 3) supporting pro-social behaviour by encouraging sharing and collaboration among children. Staff self efficacy and formal education were positively related to these practices. The paper further makes recommendations regarding the formats, type of analysis and interpretation of the SJQs in the Main Survey.
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  • 15
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: L'enseignement à la loupe no.30
    Parallel Title: Parallele Sprachausgabe The teachers’ well-being conceptual framework: Contributions from TALIS 2018
    Keywords: Education
    Abstract: L’objectif du cadre conceptuel de l’OCDE relatif au bien-être des enseignants est d’encadrer la collecte et l’analyse des données en rapport avec la relation complexe existant entre le bien-être des enseignants et leurs conditions de travail et comment ces deux facteurs sont liés à la performance des enseignants.
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  • 16
    Language: English
    Pages: 1 Online-Ressource (17 p.)
    Series Statement: OECD Education Working Papers no.218
    Keywords: Education
    Abstract: This paper was written to support the G20 artificial intelligence (AI) dialogue. With the rise of artificial intelligence (AI), education faces two challenges: reaping the benefits of AI to improve education processes, both in the classroom and at the system level; and preparing students for new skillsets for increasingly automated economies and societies. AI applications are often still nascent, but there are many examples of promising uses that foreshadow how AI might transform education. With regard to the classroom, this paper highlights how AI can accelerate personalised learning, the support of students with special needs. At the system level, promising uses include predictive analysis to reduce dropout, and assessing new skillsets. A new demand for complex skills that are less easy to automate (e.g. higher cognitive skills like creativity and critical thinking) is also the consequence of AI and digitalisation. Reaching the full potential of AI requires that stakeholders trust not only the technology, but also its use by humans. This raises new policy challenges around “trustworthy AI”, encompassing the privacy and security of data, but also possible wrongful uses of data leading to biases against individuals or groups.
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  • 17
    Language: English
    Pages: 1 Online-Ressource (8 p.)
    Series Statement: Teaching in Focus no.33
    Keywords: Education
    Abstract: In today’s world, globalisation, technological innovation and human migration have made interactions between people from different countries and cultures almost inevitable. In this context, being able to communicate in more than one language has become a key skill with important economic benefits for individuals and economies. However, the relevance of learning other languages goes beyond improving communication: it also promotes the understanding of the complexity of cultures and languages and allows students to learn about other visions of the world. These are important prerequisites for active participation in a globalised world. Therefore, learning a foreign language can act as a powerful tool to increase intercultural skills, enhance global co-operation and discover new and innovative ways of thinking and working together. Being aware of these benefits, many countries are placing increased emphasis on foreign language teaching.
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  • 18
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: L'enseignement à la loupe no.28
    Parallel Title: Parallele Sprachausgabe How teachers update their teaching skills to cope with the rapidly changing world
    Keywords: Education
    Abstract: La participation des enseignants à des activités de développement professionnel continu (DPC) leur permet de développer et de mettre à jour leurs compétences, leurs connaissances et leur expertise au profit de l’apprentissage des élèves. Cette participation, qui complète les programmes de formation initiale et d’initiation, est presque universelle dans les pays de l’OCDE et constitue un élément fondateur du professionnalisme des enseignants.
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  • 19
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: L'enseignement à la loupe no.27
    Parallel Title: Parallele Sprachausgabe New insights on teaching and learning: Contributions from TALIS 2018
    Keywords: Education
    Abstract: L’Enquête TALIS est menée tous les cinq ans depuis 2008, l’édition 2018 marquant le troisième cycle de l’Enquête. Elle offre aux enseignants et aux chefs d’établissement la possibilité d’exprime leurs opinions sur les conditions de travail, les environnements d’apprentissage et les pratiques pédagogiques. Le point de vue des enseignants et des chefs d’établissement est essentiel pour permettre aux systèmes éducatifs de mieux comprendre les événements qui se déroulent dans les établissements et les salles de classe, ainsi que pour orienter l’élaboration des politiques d’éducation. Ce numéro de L’enseignement à la loupe présente le cadre de recherche et la conception de l’Enquête TALIS 2018. Il décrit également le contenu du Volume I des résultats de l’Enquête ainsi que les principales questions auxquelles elle tente de répondre.
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  • 20
    Language: English
    Pages: 1 Online-Ressource (7 p.)
    Series Statement: Teaching in Focus no.36
    Keywords: Education
    Abstract: Throughout the world, teachers and schools are responding to one of the greatest disruptions to education systems in living memory. Routines and practices they have followed for decades have been changed, overhauled or suppressed to reduce the risk of contagion for students, teachers and parents, while ensuring continuity of teaching and learning. This puts the role and importance of teachers in the spotlight, while adding new demands and pressures to an already delicate job. When the COVID-19 crisis struck, teachers in many education systems had to teach in a new context of online contact and uncertainty over the reopening of schools. When schools opened again, they did so amidst varying safety measures and the constant threat of school closures. All this is likely to have substantially affected teachers’ job satisfaction and stress.
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  • 21
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (11 p.)
    Series Statement: OECD Education Policy Perspectives no.5
    Keywords: Education
    Abstract: This toolkit provides education system leaders with an implementation framework and questions to consider in the development of their education responses to the COVID-19 crisis. It builds on an analysis of education policy actions taken during the initial stages of the COVID-19 crisis. What dimensions need to be considered for implementing education responses to COVID-19? Lessons learned show that emergency strategies such as those triggered by COVID 19 need to take into consideration some constraints: fixed initial contextual factors, limited evidence available and no time for capacity development. Implementing an education response to the COVID-19 pandemic that supports equity, quality and wellbeing should rely on the capacity of schools and education professionals as well as technological resources available. The engagement of stakeholders to develop a broadly supported overarching solution may need to be limited to key actors initially and integrated in later stages, as there is an optimal trade-off between involvement and reactivity. But the policy can actually be based on schools having leeway to design their own approaches, following the shaping of a national or regional vision, generic health and educational guidelines, and the provision of support to those in need to manage inequities. An effective implementation strategy will bring together these dimensions and make them actionable in terms of timeframes, responsibilities, tools and available resources.
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  • 22
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Education Indicators in Focus no.75
    Parallel Title: Parallele Sprachausgabe 新型コロナウイルス感染症(Covid-19)によるロックダウン中に 教育の社会的成果が果たす役割とは
    Keywords: Education
    Abstract: While the economic benefits of education have been demonstrated in a number of areas, greater educational attainment is also positively associated with a variety of social outcomes that are important during the COVID-19 outbreak. Data collected before the outbreak show that people with a tertiary degree are less likely to report suffering from depression and they are more likely to be in contact with their friends and family physically and through the Internet. During the confinement period, the positive social outcomes of education are more important than ever in equipping individuals to face the crisis. Good mental health, a strong social network and a healthy lifestyle are all associated with the choices individuals made prior to COVID-19, and their choice of whether to continue with their education or not will have been amongst the most important.
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  • 23
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (73 p.)
    Series Statement: OECD Education Working Papers no.236
    Keywords: Education
    Abstract: This paper aims to survey the current landscape of education policy evaluation across OECD countries and economies by examining recent trends and contextual factors that can promote more robust education policy evaluation, as well as identifying key challenges. It takes a view of policy evaluation as an activity that takes place throughout the entire policy cycle, before, during, and after a reform is implemented. It proposes a supporting framework for education policy evaluation that integrates institutional factors which can help to build robust underpinnings for policy evaluation. It also presents some specific considerations to take into account for individual policy evaluation processes. Analysis of more than 80 evaluations across OECD education systems provides an indication of the diversity of approaches taken in the policy evaluation process. Key findings refer to the “who”, “when”, “what”, “how”, “for what” and “what next” of policy evaluation processes through a comparative lens.
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  • 24
    Language: English
    Pages: 1 Online-Ressource (44 p.)
    Series Statement: OECD Education Working Papers no.224
    Keywords: Education
    Abstract: During the COVID-19 crisis, countries have implemented a range of measures to curb the educational impact of the pandemic. In times of emergency, speed in the implementation of responses is key, but evidence of what may work is limited, and constraints on resources and capacity are binding. A framework providing a coherent implementation perspective can save time and result in better outcomes. As countries explore ways forward to reopen schools and design new models of education that expand the borders of the physical schools through technology, this paper proposes a framework that can help governments structure the implementation strategy of their evolving education responses to COVID-19. It consists of a set of general recommendations and guiding questions that can inform the development of mid-term education strategies and, more broadly, help build school systems’ resilience for potential education emergencies.
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  • 25
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Les compétences des adultes à la loupe no.12
    Parallel Title: Parallele Sprachausgabe Skills proficiency and the labour market outcomes of migrants
    Keywords: Education
    Abstract: Dans l’OCDE, la situation sur le marché du travail des adultes nés à l’étranger est généralement moins favorable que celle des adultes autochtones. Les personnes issues de l’immigration sont non seulement plus susceptibles d’être sans emploi ou inactives, mais elles sont également plus susceptibles d’être moins bien rémunérées et d’exercer des emplois moins qualifiés. Les différences liées à leurs compétences, à leur maîtrise de la langue parlée et au pays dans lequel elles ont été instruites expliquent en grande partie, bien que pas totalement, les écarts qui sont observés. Il convient par conséquent de prévoir des programmes efficaces d’enseignement et de formation pour les adultes et des cours de langues pour les individus issus de l’immigration afin de garantir la réussite de l’intégration des travailleurs nés à l’étranger au sein des économies d’accueil.
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  • 26
    Language: English
    Pages: 1 Online-Ressource (76 p.)
    Series Statement: OECD Education Working Papers no.215
    Keywords: Education
    Abstract: The paper investigates two – often disconnected – policy questions: how can we scale the use of evidence in teaching practice, and how can we generate and scale innovation? Both questions necessitate understanding how teachers and schools connect with each other, and with other organisations and professionals. The paper thus explores the role of networks in scaling evidence and innovation through a review of literature and a number of short case descriptions. Through the lens of networks, the analysis shows how the mobilisation, construction and diffusion of knowledge are of central importance in both policy issues. It suggests that scaling evidence and innovation should be treated as one ecosystem, in which mechanisms that allow effectively blending research and practical knowledge are key. Further, the paper proposes a framework for studying knowledge dynamics in networks to better understand how their context, characteristics and devices can contribute to facilitate these dynamics.
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  • 27
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (36 p.)
    Series Statement: OECD Education Policy Perspectives no.14
    Keywords: Bildungspolitik ; Bildungswesen ; Finnland ; Education ; Finland
    Abstract: This country policy profile on education in Finland is part of the Education Policy Outlook series. Building on the first policy profile for Finland (2013), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade’s worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also offers analysis of the Finnish education system’s initial responses to the COVID-19 crisis and provides insight into approaches to building greater responsiveness and resilience for the future
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  • 28
    Language: English
    Pages: 1 Online-Ressource (9 p.)
    Series Statement: OECD Policy Responses to Coronavirus (COVID-19)
    Parallel Title: Parallele Sprachausgabe Educación profesional técnica (EPT) en tiempos de crisis: Sentar las bases para sistemas de EPT resilientes
    Keywords: Berufsbildung ; Berufsbildungspolitik ; Coronavirus ; OECD-Staaten ; Education
    Abstract: This policy brief examines the impact of the COVID-19 crisis on vocational education and training (VET) systems and how VET systems are responding in OECD countries. The brief also presents steps that governments can take in the context of this crisis to build foundations for tomorrow’s strong and resilient VET systems.
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  • 29
    Language: English
    Pages: 1 Online-Ressource (64 p.)
    Series Statement: OECD Education Working Papers no.240
    Keywords: Education
    Abstract: In the vast majority of the world’s countries, information on the literacy proficiency of the adult population is collected through census collections, labour force surveys or through omnibus household surveys. These commonly use simple measures: respondents’ reports of their own or other household members’ capacity to read and write or the capacity of the respondent to accurately read aloud a short sentence. While there is a justified interest in the use of assessments to collect information regarding literacy proficiency, household surveys using simple measures will continue to be a primary source of data on literacy in many countries for some time. Improvement of the quality of simple measures should, therefore, be a priority. Three main avenues for improvement are identified: greater clarity regarding the concepts being measured, the development of improved simple direct assessments of literacy proficiency and encouragement for the use of a common set of instruments and questions.
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  • 30
    Language: Japanese
    Pages: 1 Online-Ressource (15 p.)
    Series Statement: 新型コロナウイルス(COVID-19)へのOECD政策対応
    Parallel Title: Parallele Sprachausgabe Strengthening online learning when schools are closed: The role of families and teachers in supporting students during the COVID-19 crisis
    Keywords: Education ; Social Issues/Migration/Health
    Abstract: 新型コロナウイルス感染症(COVID-19)危機により、世界中の教育制度は対面指導に代わる新たな手段を見出すよう迫られている。その結果、オンライン指導・学習は、かつてない規模で教員と生徒に活用されるようになった。全面的であれ地域限定であれロックダウンは、ワクチンが行き渡るようになるまでは感染拡大の新たな波を抑え込む手段として再び必要となる可能性があることから、各国政府は、オンライン学習の有効性を最大限引き出せる政策を明らかにすることが何より重要である。本稿は、通常の対面授業が行えない場合にオンライン教育の潜在力を最大限活かす上で生徒の学習態度が果たす役割を検証するものである。特に、こうした状況下では、生徒がこの重要な学習態度を身に着けるのを手助けする保護者と教員の役割が欠かせないことから、保護者の負担を減らし、教員と学校がデジタル学習を最大限活かせるよう、的を絞った政策介入を設計する必要がある。
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  • 31
    Language: English
    Pages: 1 Online-Ressource (59 p.)
    Series Statement: OECD Education Working Papers no.239
    Keywords: Education
    Abstract: Countries consider curriculum reform as an important and necessary measure to make schools enter the 21st century and respond to a fast-changing world. In recent years, many OECD countries have engaged in curriculum reform as a way to equip children with the knowledge, skills and competences needed for tomorrow. However, how to initiate such change in the most suitable and effective way remains somewhat challenging. In other words, there is a missing step between the intention, and the realisation of this curriculum renewal, crystallising what has been coined in the literature “the implementation gap”. This paper analyses the curriculum reform literature through the lens of the OECD proposed implementation framework that promotes, among others, inclusive stakeholder engagement. Curriculum reform has indeed long been considered from a “top-down” perspective, but has progressively shifted towards a more “bottom-up” approach, emphasising the central role of teachers in the process. The analysis is enriched with successful practices and examples from different countries, and concludes with a specific resource for countries to make the lessons learned actionable through the planning of a coherent curriculum implementation strategy
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  • 32
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (12 p.)
    Series Statement: Trends Shaping Education Spotlights no.22
    Keywords: Education
    Abstract: The expansion of school-based sexuality education in most countries has taken place with a strong focus on conveying information about sexual and reproductive health. While this is important so too is addressing the actual social contexts where relationships develop and the normalcy of pleasurable sexual and affective encounters. This is not only aligned with the rights and best interest of children and adolescents, it is also a more effective way to improve sexual and reproductive health outcomes for all. A positive and inclusive approach to sexuality education that addresses the actual social contexts of sex and relationships is assertive of the rights, dignity and safety of all individuals, irrespectively of their physical and intellectual ability, gender identity and expression, sexual orientation and sex characteristics.
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  • 33
    Language: Spanish
    Pages: 1 Online-Ressource (15 p.)
    Series Statement: Medidas políticas clave de la OCDE ante el coronavirus (COVID-19)
    Parallel Title: Parallele Sprachausgabe 学校閉鎖期間のリモート学習に対する生徒と学校の備え:PISA調査結果より
    Parallel Title: Parallele Sprachausgabe Learning remotely when schools close: How well are students and schools prepared? Insights from PISA
    Keywords: Education ; Social Issues/Migration/Health
    Abstract: A medida que las escuelas cierran ante la crisis de COVID-19 (en más de 140 países ahora), las oportunidades de aprendizaje en línea, consideradas como un recurso extraescolar adicional, se convirtieron en una cuerda de salvamento fundamental para la educación. Las oportunidades que las tecnologías digitales ofrecen son mucho más que una solución provisional para utilizarse durante la crisis. La tecnología digital nos permite encontrar respuestas del todo nuevas a lo que las personas aprenden, cómo aprenden, dónde aprenden y cuándo lo hacen. La tecnología puede facilitar a los profesores y a los estudiantes el acceso a materiales especializados que trascienden los libros de texto, en múltiples formatos y en formas que puedan atravesar el tiempo y el espacio. Junto con los grandes profesores, los sistemas inteligentes de aprendizaje en línea no solo nos enseñan ciencia; son capaces de observar a la vez cómo estudiamos, cómo aprendemos ciencias...
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  • 34
    Language: English
    Pages: 1 Online-Ressource (37 p.)
    Series Statement: OECD Education Policy Perspectives no.10
    Keywords: Education
    Abstract: The 2020 COVID-19 pandemic has disrupted schooling around the world and highlighted how critical it is for teachers to quickly learn, improve and adapt their practice to changing conditions. Continuing professional learning is vital to support teachers in refreshing, developing and broadening their knowledge and to help them keep up with changing research, practices and student needs throughout their careers. However, there is growing concern in many countries that traditional forms of professional development in the form of one-off courses or seminars have failed to live up to that promise. Reorienting professional development towards the most effective forms of continuing learning and fostering teachers’ collaboration in schools are critical to support high-quality teaching. This Policy Brief draws on evidence from the OECD’s School Resources Review and beyond to explore the following questions: How to improve teachers’ access to professional learning opportunities? How to make professional development systems more effective? How to foster professional collaboration and learning in schools? How to sustain professional growth in remote and hybrid learning contexts?
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  • 35
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (34 p.)
    Series Statement: OECD Education Policy Perspectives no.11
    Keywords: Bildungspolitik ; Bildungswesen ; Tschechien ; Education ; Czech Republic
    Abstract: This country policy profile on education in the Czech Republic is part of the Education Policy Outlook series. Building on the first policy profile for the Czech Republic (2013), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade’s worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also offers analysis of the Czech education system’s initial responses to the COVID-19 crisis and provides insight into approaches to building greater responsiveness and resilience for the future
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  • 36
    Online Resource
    Online Resource
    Paris : OECD Publishing
    ISBN: 9789264751804
    Language: English
    Pages: 1 Online-Ressource (178 p.) , 21 x 28cm.
    Series Statement: OECD Skills Studies
    Parallel Title: Erscheint auch als Strengthening the governance of skills systems
    Keywords: Bildungspolitik ; Qualifikation ; Estland ; Deutschland ; Südkorea ; Norwegen ; Portugal ; USA ; Education ; Employment ; Governance ; Estonia ; Germany ; Korea, Republic of ; Norway ; Portugal ; United States
    Abstract: The governance of skills systems has always raised a number of challenges for governments. Being at the intersection of education, labour market, industrial and other policy domains, managing skills policies is inherently complex. Addressing these challenges is more than ever crucial as globalisation, technological progress and demographic change are putting daunting pressures on skills systems to ensure that all members of society are equipped with the skills necessary to thrive in a rapidly changing world. Strengthening the Governance of Skills Systems: Lessons from Six OECD Countries provides advice on how to make the governance of skills systems effective. Building on the OECD Skills Strategy 2019, which identified four main challenges of skills systems governance, the report presents examples of how six different countries (Estonia, Germany, Korea, Norway, Portugal and the United States) have responded to one or several of these challenges. It also outlines concrete policy recommendations together with a self-assessment tool which provides guidance to policy makers and stakeholders for designing better skills systems that deliver better skills outcomes.
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  • 37
    ISBN: 9789264494565
    Language: English
    Pages: 1 Online-Ressource (155 p.) , 21 x 28cm.
    Series Statement: New Approaches to Economic Challenges
    Parallel Title: Erscheint auch als Systemic thinking for policy making
    Keywords: Systems Thinking ; Wirtschaftspolitik ; Entwicklungspolitik ; OECD-Staaten ; Education ; Employment ; Environment ; Governance ; Social Issues/Migration/Health ; Development ; Science and Technology ; Economics ; OECD ; Wirtschaftspolitik
    Abstract: We live in a period of profound systemic change, and as in similar periods in the past, there is bound to be considerable instability and uncertainty before the new society and economy take shape. We have to identify actions that will shape change for the better, and help to build resilience to the inevitable shocks inherent in, and generated by, the complex system of systems constituted by the economy, society and the environment. These challenges require updating the way policies are devised and implemented, and developing more realistic tools and techniques to design those policies on the basis of appropriate data. In Systemic Thinking for Policy Making world experts from the OECD and International Institute for Applied Systems Analysis (IIASA) pool their expertise and experience to propose new approaches to analysing the interconnected trends and issues shaping today’s and tomorrow’s world. The authors argue that to tackle planetary emergencies linked to the environment, the economy and socio-political systems, we have to understand their systemic properties, such as tipping points, interconnectedness and resilience. They give the reader a precise introduction to the tools and techniques needed to do so, and offer hope that we can overcome the challenges the world is facing.
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  • 38
    ISBN: 9789264489776 , 9789264845213 , 9789264528024
    Language: English
    Pages: 1 Online-Ressource (275 p.) , 21 x 28cm.
    Series Statement: OECD Reviews of Evaluation and Assessment in Education
    Parallel Title: Erscheint auch als Maghnouj, Soumaya OECD reviews of evaluation and assessment in education
    Keywords: Bildungswesen ; Bewertung ; Serbien ; Education ; Governance ; Serbia ; Serbien ; Bildungssystem ; Evaluation
    Abstract: How can assessment and evaluation policies work together more effectively to improve student outcomes in primary and secondary schools? The country reports in this series analyse major issues facing evaluation and assessment policy to identify improvements that can be made to enhance the quality, equity and efficiency of school education. Serbia’s education system performs well compared to other countries in the Western Balkans. In recent years, there have been improvements in access to education and Serbia has undertaken major institutional reforms to improve teaching and learning. However, a large share of students in Serbia continue to leave school without mastering basic competencies and efforts to achieve educational excellence continue to be jeopardised by limited institutional capacity and low levels of public spending on education. This review, developed in co-operation with UNICEF, provides Serbia with recommendations to help strengthen its evaluation and assessment system to focus on support for student learning. It will be of interest to Serbia, as well as other countries looking to make more effective use of their evaluation and assessment system to improve quality and equity, and result in better outcomes for all students.
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  • 39
    Online Resource
    Online Resource
    Paris : OECD Publishing
    ISBN: 9789264702547 , 9789264388406 , 9789264390539
    Language: English
    Pages: 1 Online-Ressource (167 p.) , 21 x 28cm.
    Parallel Title: Erscheint auch als Early learning and child well-being in Estonia
    Keywords: Frühkindliche Bildung ; Sozialer Indikator ; Kinder ; Estland ; Education ; Estonia
    Abstract: The first five years of a child’s life is a period of great opportunity, and risk. The cognitive and social-emotional skills that children develop in these early years have long-lasting impacts on their later outcomes throughout schooling and adulthood. This report sets out the findings from the International Early Learning and Child Well-being Study in Estonia. The study assesses children’s skills across both cognitive and social-emotional development, and how these relate to children’s early learning experiences at home and in early childhood education and care. It is enriched by contextual and assessment information from the children’s parents and educators. It provides comparative data on children’s early skills with children from England and the United States, who also participated in the study, to better identify factors that promote or hinder children’s early learning.
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  • 40
    Online Resource
    Online Resource
    Paris : OECD Publishing
    ISBN: 9789264424784
    Language: English
    Pages: 1 Online-Ressource (68 Seiten) , 21 x 28cm.
    Series Statement: Implementing Education Policies
    Parallel Title: Erscheint auch als Education in Ireland
    Keywords: Education ; Ireland
    Abstract: Ireland is undertaking a review of their senior cycle (upper secondary education) led by the National Council for Curriculum and Assessment (NCCA). It aims at collecting the views of all relevant stakeholders to identify the strengths and challenges of senior cycle in its current form, and identify priority issues and actions to move forward. As part of OECD’s implementing education policies project, an OECD team was invited to support the review of Ireland’s senior cycle. The team has carried out the assessment presented here and provided strategic advice based on four analytical aspects: smart policy design, inclusive stakeholder engagement, conducive context and a coherent implementation strategy. Each one of these dimensions matters to ensure that the review of senior cycle can move forward based on evidence and with strong support from stakeholders.
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  • 41
    Online Resource
    Online Resource
    Paris : OECD Publishing
    ISBN: 9789264889552 , 9789264538016 , 9789264791251
    Language: English
    Pages: 1 Online-Ressource (116 p.) , 21 x 28cm.
    Series Statement: Implementing Education Policies
    Keywords: Education ; Governance ; United Kingdom
    Abstract: Wales (United Kingdom) is on the path to transform the way children learn, with a new curriculum aimed to prepare its children and young people to thrive at school and beyond. The new curriculum for Wales intends to create a better learning experience for students, to engage teachers’ professionalism, and to contribute to the overall improvement of Welsh education. An education policy is only as good as its implementation, however, and Wales turned to the OECD for advice on the next steps to implement the curriculum. This report analyses the progress made with the new curriculum since 2016, and offers suggestions on the actions Wales should take to ready the system for further development and implementation. The analysis looks at the four pillars of implementation — curriculum policy design, stakeholders' engagement, policy context and implementation strategy — and builds upon the literature and experiences of OECD countries to provide tailored advice to Wales. In return, the report holds value not only for Wales, but also for other education systems across the OECD looking to implement a curriculum or to enhance their implementation processes altogether.
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  • 42
    Online Resource
    Online Resource
    Paris : OECD Publishing
    ISBN: 9789264411340 , 9789264935907 , 9789264971042
    Language: English
    Pages: 1 Online-Ressource (220 p.) , 21 x 28cm.
    Series Statement: Reviews of National Policies for Education
    Keywords: Education ; Saudi Arabia
    Abstract: Saudi Arabia has embarked upon an unprecedented reform agenda known as Vision 2030, which aims to create a dynamic, diverse and sustainable economy. To meet the demands of a 21st century, knowledge-based labour market, Saudi Arabia must develop a highly-skilled population, which puts education at the centre of Vision 2030. Saudi Arabia has made tremendous progress in expanding access to education and has achieved universal enrolment rates at primary and lower secondary levels. Nevertheless, most young Saudi Arabians leave school without having mastered the basic competences needed for success in future academic and professional endeavours. There are also widening disparities between students in terms of their access to high quality education and their subsequent learning outcomes. This review, developed in co-operation with the Ministry of Education of Saudi Arabia, analyses the strengths and challenges of the country's education system and makes recommendations to help improve student learning. It will be of interest to policy makers in Saudi Arabia and international audiences who wish to learn about the country's ambitious reform efforts.
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  • 43
    Online Resource
    Online Resource
    Paris : OECD Publishing
    ISBN: 9789264745339 , 9789264664845 , 9789264438071
    Language: English
    Pages: 1 Online-Ressource (175 p.) , 21 x 28cm.
    Parallel Title: Erscheint auch als Early learning and child well-being in England
    Keywords: Frühkindliche Bildung ; Sozialer Indikator ; Kinder ; England ; Education ; United Kingdom ; England ; Kleinkinderziehung ; Sozialer Indikator
    Abstract: The first five years of a child’s life is a period of great opportunity, and risk. The cognitive and social-emotional skills that children develop in these early years have long-lasting impacts on their later outcomes throughout schooling and adulthood. This report sets out the findings from the International Early Learning and Child Well-being Study in England. The study assesses children’s skills across both cognitive and social-emotional development, and how these relate to children’s early learning experiences at home and in early childhood education and care. It is enriched by contextual and assessment information from the children’s parents and educators. It provides comparative data on children’s early skills with children from Estonia and the United States, who also participated in the study, to better identify factors that promote or hinder children’s early learning.
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  • 44
    Online Resource
    Online Resource
    Paris : OECD Publishing
    ISBN: 9789264972223 , 9789264387362 , 9789264720404
    Language: English
    Pages: 1 Online-Ressource (175 p.) , 21 x 28cm.
    Parallel Title: Erscheint auch als Early learning and child well-being in the United States
    Keywords: Frühkindliche Bildung ; Kinder ; Sozialer Indikator ; USA ; Education ; United States ; USA ; Kleinkinderziehung ; Sozialer Indikator
    Abstract: The first five years of a child’s life is a period of great opportunity, and risk. The cognitive and social-emotional skills that children develop in these early years have long-lasting impacts on their later outcomes throughout schooling and adulthood. This report sets out the findings from the International Early Learning and Child Well-being Study in the United States. The study assesses children’s skills across both cognitive and social-emotional development, and how these relate to children’s early learning experiences at home and in early childhood education and care. It is enriched by contextual and assessment information from the children’s parents and educators. It provides comparative data on children’s early skills with children from England and Estonia, who also participated in the study, to better identify factors that promote or hinder children’s early learning.
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  • 45
    Online Resource
    Online Resource
    Paris : OECD Publishing
    ISBN: 9789264434073
    Language: English
    Pages: 1 Online-Ressource (87 Seiten) , 21 x 28cm.
    Series Statement: PISA
    Parallel Title: Erscheint auch als Education in the Western Balkans
    Keywords: Education ; Albania ; Bosnia and Herzegovina ; Kosovo ; Montenegro ; North Macedonia ; Serbia
    Abstract: The Western Balkans region has clear aspirations to improve its economic competitiveness and integrate further into Europe. A highly skilled population is critical to achieving these goals, which makes creating and maintaining high quality and equitable education systems a vital part of regional development efforts. Results from the Programme for International Student Assessment (PISA) show that learning outcomes in the region have improved over time, but that the improvement has not been equitable. Some students are performing similarly to students from countries in the European Union, while others are lagging further behind. This report, developed in co-operation with the European Commission and UNICEF, analyses PISA data in detail to identify the strengths, challenges and unique features of education systems in the Western Balkans. Drawing upon a rich knowledge base of education policy and practice in the region, it makes recommendations about how systems in the region can improve learning for all students. This report will be of interest to regional policy-makers as well as individuals who wish to learn more about education in the Western Balkans.
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  • 46
    Online Resource
    Online Resource
    Paris : OECD Publishing
    ISBN: 9789264387867 , 9789264687295 , 9789264802933
    Language: English
    Pages: 1 Online-Ressource (187 p.) , 21 x 28cm.
    Series Statement: Getting Skills Right
    Parallel Title: Erscheint auch als Enhancing training opportunities in SMEs in Korea
    Keywords: Weiterbildung ; Betriebliches Bildungsmanagement ; KMU ; Südkorea ; Education ; Employment ; Industry and Services ; Korea, Republic of ; Südkorea ; Klein- und Mittelbetrieb ; Betriebliche Ausbildung
    Abstract: This report assesses whether training workers in small and medium-sized enterprises (SMEs) in Korea is adequate, relevant, and aligned to skills needs. It analyses policy options to expand access to training for SMEs, remove the barriers to training participation/provision, and ensure that training provided by SMEs supports their growth and encourages innovation, particularly in the context of the 4th industrial revolution. Based on this analysis, this report provides actionable policy recommendations as well as good practice examples from OECD countries.
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  • 47
    Language: English
    Pages: 1 Online-Ressource (79 p.)
    Series Statement: OECD Education Working Papers no.235
    Keywords: Education
    Abstract: While teachers’ initial education is key to ensuring that new teachers are prepared for their work, it is only one piece in the continuum of teachers’ professional growth. Continuing professional learning is vital for teachers to broaden and deepen their knowledge, keep up with new research, tools and practices and respond to their students’ changing needs. It also plays a key role in building collaborative school cultures and supporting the collective improvement of the teaching profession. While the importance of continuing teacher learning is widely recognised, building efficient, equitable and sustainable professional learning systems is far from trivial. The OECD Teachers’ Professional Learning (TPL) study seeks to support the development of effective TPL policies and practices in schools and school systems. This paper proposes a theoretical and analytical framework for the study, systematically maps available OECD indicators to this framework and identifies information gaps and areas for future comparative work.
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  • 48
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.107
    Keywords: Education
    Abstract: The benefits of co-operative behaviours have been broadly documented in various social contexts, including neighbourhoods, hospitals, companies and in education. In education, when students, teachers, parents and the school principal know and trust each other, work together, and share information, ideas and goals, students – particularly disadvantaged students – can benefit. However, co-operation and teamwork come with potential drawbacks too. Tasks might not be divided fairly and efficiently; team members sometimes work on tasks for which they are unsuited or that they dislike; some group members may freeride on their teammates’ efforts; and co-ordinating tasks may be too complex and time-consuming. Evidence also suggests that competition can improve academic performance and speed in learning, if only because competition can be thrilling and enjoyable.
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  • 49
    Language: English
    Pages: 1 Online-Ressource (7 p.)
    Series Statement: Teaching in Focus no.35
    Keywords: Education
    Abstract: The COVID-19 outbreak has caused one of the greatest disruptions to education witnessed in recent years. In an attempt to prevent the circulation of the virus and to ensure the right to education, many governments quickly transitioned from traditional face-to-face instruction to some form of distance learning. To ensure learning continuity during the school closures, many teachers around the globe were tasked with moving their lessons on line. There is some evidence that education systems are moving to a “new normal” where traditional face-to-face instruction will be complemented by some form of distance learning. Even though data collection was conducted before the COVID-19 outbreak, the OECD’s Teaching and Learning International Survey (TALIS 2018) offers some useful information to illuminate why some teachers are more likely to let students use ICT for projects or class work than others, and to explore the factors behind whether teachers take up professional development activities that include ICT skills for teaching.
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  • 50
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (12 p.)
    Series Statement: Trends Shaping Education Spotlights no.20
    Keywords: Education
    Abstract: Strong basic literacy and numeracy skills are important foundations for making sound financial decisions. Curriculum design, pedagogical methods and stakeholder involvement can all be harnessed to build student financial knowledge and well-being.
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  • 51
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: French
    Pages: 1 Online-Ressource (7 p.)
    Series Statement: Les indicateurs de l'éducation à la loupe no.69
    Parallel Title: Parallele Sprachausgabe How does socio-economic status influence entry into tertiary education?
    Keywords: Education
    Abstract: Dans les pays de l’OCDE, les individus dont les parents ne sont pas diplômés de l’enseignement tertiaire ont tendance à être considérablement sous-représentés parmi les inscrits dans l’enseignement tertiaire. Cependant, les inégalités tendent à s’accumuler tout au long du parcours scolaire d’un individu. La période allant du début du deuxième cycle de l’enseignement secondaire à l’enseignement tertiaire joue notamment un rôle d’une grande importance pour déterminer la poursuite des études ou le parcours professionnel des individus. Si les décideurs politiques entendent concevoir de meilleures mesures visant à améliorer l’équité, il sera essentiel de comprendre la manière dont les disparités associées aux caractéristiques socio-économiques dès les premiers niveaux d’enseignement peuvent influer sur les taux d’accès à l’enseignement tertiaire.
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  • 52
    Language: English
    Pages: 1 Online-Ressource (58 p.)
    Series Statement: OECD Education Working Papers no.229
    Keywords: Education
    Abstract: Governments recognise that careers guidance, underpinned by accurate labour market information, can help learners make post-secondary education choices that match their interests, aptitudes and abilities, and lead to rewarding employment. For this reason, they have invested in building linked education/employment information systems and other information resources which are displayed on websites targeted to learners and their families. However, researchers and governments agree that these efforts are often ineffective in informing learners’ decisions – access to information is not sufficient to provide effective support to student choice. Drawing upon the insights of behavioural economics, this paper examines how learners access and use information, and what this implies for the design of public study and career choice websites that aim to effectively support student choice. The report also takes stock of the career guidance websites in use in the majority of OECD countries, and sets out to provide actionable advice for policy makers to guide the design of effective information policy levers that support student choice.
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  • 53
    Language: English
    Pages: 1 Online-Ressource (69 p.)
    Series Statement: OECD Working Papers on Public Governance no.40
    Parallel Title: Parallele Sprachausgabe Leadership pour une haute fonction publique performante : Vers un système de haute fonction publique dans les pays de l’OCDE
    Keywords: Education ; Employment ; Governance
    Abstract: Public service leaders – senior civil servants who lead and improve major government functions – are at the heart of government effectiveness. They translate political direction into the policies and programmes that keep citizens healthy, safe, and economically productive. In order to do so, however, they need to have both the right skills and institutional support to deploy them effectively. This paper summarises insights from a recently completed project that addressed this challenge. First, the paper identifies four leadership capabilities that are necessary to respond to complex policy challenges: values-based leadership, open inclusion, organisational stewardship, and networked collaboration. Second, the paper outlines a model for assessing senior civil service systems, i.e. the policies, processes and tools needed to develop these capabilities and support leaders in using them. The paper concludes with recommendations to help governments take a systematic approach to the development and management of their public service leaders.
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  • 54
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (8 p.)
    Series Statement: PISA in Focus no.106
    Keywords: Education ; Finance and Investment
    Abstract: This May sees the release of the results from the third PISA assessment of financial literacy. These results are largely consistent with previous findings, but also go beyond earlier assessments in probing students’ behaviours and attitudes towards money matters (including digital money matters) and their exposure to financial education at school. The Covid-19 crisis has lain bare the economic and financial uncertainty and precarity that many adults face; the 15-year-old students who sit the PISA assessment will soon leave compulsory education and must take this uncertainty into account as they take decisions about further education and career pathways. Proficiency in financial literacy will help students take responsible and well-informed decisions and set them up for financial resilience later in life. Policy makers are encouraged to use the findings and recommendations in this PISA in Focus to foster enhanced financial literacy and responsible financial inclusion.
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  • 55
    Language: English
    Pages: 1 Online-Ressource (76 p.)
    Series Statement: OECD Education Working Papers no.234
    Keywords: Education
    Abstract: For the first time, PISA 2025 will assess foreign language skills on a global scale. This paper provides a framework for collecting policy and contextual information on foreign language learning from students, parents, teachers, school principals and government officials. The framework will be used to guide the PISA 2025 Foreign Language Assessment questionnaire development, and to interpret and to produce policy-relevant analyses based on the data on 15-year-old students’ proficiency in foreign languages. For academics and practitioners, this paper provides a comprehensive picture of the factors influencing foreign language learning, based on an in-depth review of the international literature and past assessments in this area, and on discussions with experts in the field and OECD countries. The framework is centred around four policy domains: Government and school policies, Students and learning, Teachers’ training and profile, and Teaching practices. In addition, the framework addresses two transversal topics that overlap these four policy domains: Information and communication technologies, and the Use of the target language for instruction in other subjects.
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  • 56
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Teaching in Focus no.32
    Parallel Title: Parallele Sprachausgabe Quel est le niveau de préparation des enseignants et des établissements face aux changements provoqués par la pandémie de coronavirus dans l’apprentissage ?
    Keywords: Education
    Abstract: Insights from TALIS 2018 shed light on the level of preparedness of teachers and schools to adjust to new ways of working in the face of the COVID-19 crisis. This will allow education systems to learn from the crisis and be better prepared for the challenges of teaching and learning in this new environment.
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  • 57
    Language: English
    Pages: 1 Online-Ressource (93 p.)
    Series Statement: OECD Education Working Papers no.227
    Keywords: Education
    Abstract: Across OECD countries, there are various and diverse policy approaches in place to promote inclusive education systems for students with special education needs (SEN), understood as learning disabilities, physical impairments and disorders related to mental health. Analysing current policies in place across OECD countries and investigating advantages and disadvantages of diverse policy approaches for students with SEN is important when acknowledging non-negligible disparities in terms of enrolment, graduation, and employment outcomes for students with SEN across OECD countries. Overall, educational approaches to address students with SEN have historically shifted from placing students in special school settings to more mainstream education environments. However, differences still exist in the extent to which students are mainstreamed in schools with the rest of the students. Furthermore, education systems differ in the way they design and implement governance arrangements, resourcing systems, capacity-building, school-level interventions, and monitoring and evaluation of their policies in place to support students with SEN. Through a holistic approach, the following desk-based research adopts the analytical framework developed by the OECD’s Strength through Diversity project, Education for Inclusive Societies, to map policy approaches to include students with SEN in education systems and promote their well-being. The review also investigates how special education needs intersect with other forms of induced diversity in education systems and other emerging trends across countries to provide a more comprehensive analysis of the issues at stake.
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  • 58
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (13 p.)
    Series Statement: OECD Education Policy Perspectives no.6
    Keywords: Education
    Abstract: Because of the coronavirus (COVID-19) outbreak, most higher education institutions across the OECD decided to close their campuses. As a result, teaching and assessment activities have been conducted from a distance, generally online. Based on the literature and on the experiences of the international network of higher education institutions participating in the project on Fostering and Assessing Creativity and Critical Thinking of the OECD Centre for Educational Research and Innovation (CERI), this brief outlines possible short-term and long-term solutions for organising student examinations on line in the context of campus closures and social distancing measures. This policy brief explores the following questions: What are the challenges and solutions to designing and conducting end-of-term examinations on line following campus closures? What new forms of examinations could replace or supplement the mainstream methods in the future?
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  • 59
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (24 p.)
    Series Statement: OECD Education Policy Perspectives no.2
    Keywords: Education ; Romania
    Abstract: School leaders in Romania primarily consider their function to be purely administrative, rather than having responsibilities for shaping the quality of teaching and learning. This education policy brief highlights how other countries and economies have developed effective school leaders by clearly defining professional standards and introducing stronger initial selection and preparation processes. The brief also provides examples of how practical learning experiences in specific areas related to school leaders’ daily work can have a positive impact on the professional development of Romanian school leaders.
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  • 60
    Language: French
    Pages: 1 Online-Ressource (7 p.)
    Series Statement: Les indicateurs de l'éducation à la loupe no.67
    Parallel Title: Parallele Sprachausgabe Why does the Sustainable Development Goal on Education (SDG 4) matter for OECD countries?
    Keywords: Education
    Abstract: Universel et ambitieux, le Programme de développement durable invite l’ensemble des pays de la planète à atteindre les Objectifs de développement durable d’ici à 2030, et c’est pour cette raison qu’il revêt une importance particulière pour les pays de l’OCDE. Dans ce contexte, le quatrième Objectif de développement durable livre des informations sur des enjeux politiques en matière d’éducation qui ne sont généralement pas inclus dans le programme d’action international en faveur du développement, malgré leur grande pertinence pour les pays membres ou partenaires de l’OCDE. L’ODD 4 insiste notamment sur l’importance d’assurer l’accès sur un pied d’égalité à l’éducation et à des opportunités d’apprentissage tout au long de la vie qui conduisent à des résultats d’apprentissage efficaces. Il met également l’accent sur la nécessité d’adapter le contenu des programmes d’éducation pour y inclure des sujets significatifs tels que les droits de l’homme et l’égalité entre les sexes. Toutefois, le défi actuel consiste désormais à collecter des données comparables et de qualité afin d’assurer le suivi d’une série d’indicateurs du quatrième Objectif de développement durable. La date butoir de 2030 approchant, les pays de l’OCDE peuvent jouer un rôle important en mettant en avant la nécessité de collecter davantage de données de meilleure qualité et en développant des méthodologies pour évaluer les systèmes d’éducation dans les pays de l’OCDE et autres pays du monde.
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  • 61
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Les indicateurs de l'éducation à la loupe no.71
    Parallel Title: Parallele Sprachausgabe How do young people’s educational attainment and labour-market outcomes differ across regions?
    Keywords: Education
    Abstract: Les entités infranationales présentent souvent de grandes disparités en ce qui concerne le niveau de formation et les perspectives sur le marché du travail, ce qui souligne l’importance de suivre tant les indicateurs infranationaux que nationaux et la nécessité pour les pouvoirs publics d’élaborer des réponses politiques adaptées pour faire en sorte que les avantages de l’éducation profitent à l’ensemble du pays.
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  • 62
    Title: 新型コロナウイルス感染症(Covid-19)によるロックダウン中に 教育の社会的成果が果たす役割とは
    Language: Japanese
    Pages: 1 Online-Ressource (5 p.)
    Parallel Title: Parallele Sprachausgabe What role might the social outcomes of education play during the COVID-19 lockdown ?
    Keywords: Education
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  • 63
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (12 p.)
    Series Statement: Trends Shaping Education Spotlights no.19
    Keywords: Education
    Abstract: Keeping a good disciplinary climate is a key to student learning and well-being. Disciplinary norms need to be clearly established and applied fairly and consistently. Yet, strictness alone cannot optimise student outcomes: students need support and understanding.
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  • 64
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (16 p.)
    Series Statement: OECD Education Policy Perspectives no.9
    Keywords: Education
    Abstract: This Education Policy Perspectives analyses the different dimensions of education policy implementation and provides a framework to help policy makers make concrete changes to their education system. It proposes actions to consider when designing education policies to reachschools effectively and improve student learning. The framework recognises that education policy has become more complex and requires balancing traditional top-down implementation processes with more bottom-up approaches that leave room for co-construction and local adaptation. It suggests that to accomplish education change in schools, policy makers need to shape a coherent, actionable and well-communicated implementation strategy that engages stakeholders early on and takes into account the environment as part of the policy design process. The framework is part of the Implementing Education Policies Programme of the OECD Directorate for Education and Skills. Building on its knowledge of education policy making across education systems internationally, the programme offers comparative knowledge, peer learning opportunities, and tailored support for countries to help them achieve success in the implementation of their education policies and reforms in the 21st century.
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  • 65
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Teaching in Focus no.31
    Parallel Title: Parallele Sprachausgabe Comment les enseignants perçoivent-ils le leadership au service de l’apprentissage ? : Regroupement des données sur les enseignants tirées de l’Enquête TALIS 2018
    Keywords: Education
    Abstract: When surveying teachers on the multiple domains of leadership for learning, teachers cluster into three different patterns of responses correlated with teaching experience, job satisfaction, and workload stress. Examining these clusters of teacher response patterns, and how they relate to the other teachers in the school and the principal, provides a unique way of viewing the school climate around instructional improvement, and allows possible different options for policy or professional development to be considered.
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  • 66
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: PISA in Focus no.105
    Keywords: Education
    Abstract: While in most countries today women attain higher levels of education than men, on average, they are less likely than men to be employed and they earn less. There are many reasons why these gender gaps open; some are apparent in secondary school. For example, even when they outperform boys academically, girls are less likely than their male peers to choose the pathways through education and fields of study, such as science, mathematics or computing, that lead to the highest-paid professions. On average across OECD countries, only 14% of girls who were top performers in science or mathematics reported that they expect to work as professionals in science or engineering while 26% of top-performing boys so reported. That decision can have negative consequences for women’s labour market prospects. Self-efficacy and self-esteem may affect the choices teenagers make for their future education and career. Fear of failure may lead students to be self-protective and thus avoid challenging situations and opportunities that are essential for learning and development. By contrast, a willingness to compete may influence the decision to take calculated risks, such as applying for admission to prestigious universities or for a higher position in a company.
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  • 67
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (27 p.)
    Series Statement: OECD Education Policy Perspectives no.1
    Keywords: Education ; Romania
    Abstract: Romania is one of the few countries in the OECD and EU lacking national teaching standards. This education policy brief shares examples of how clearly defined teacher competency standards can help shape initial teacher education and professional development programmes to focus on pedagogical practices, which are historically weak in Romania, as in much of Eastern Europe. The brief also identifies the advantages and opportunities of restructuring Romania’s current teacher management system to help teachers grow professionally throughout their careers.
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  • 68
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Adult Skills in Focus no.12
    Parallel Title: Parallele Sprachausgabe Compétences et situation sur le marché du travail de la population issue de l’immigration
    Keywords: Education
    Abstract: Across the OECD, the labour-market performance of foreign-born-adults tends to lag behind that of the native-born. Immigrants are not only more likely to be unemployed or inactive, but they also earn less and work in lower-skilled jobs. Differences in skills proficiency, language spoken and country of education explain a large part – albeit not the entirety – of these observed gaps. Policies should therefore aim to provide immigrants with effective language tuition, adult education and training programmes in order to ensure the successful integration of foreign-born workers into host economies.
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  • 69
    Language: English
    Pages: 1 Online-Ressource (8 p.)
    Series Statement: PISA in Focus no.108
    Keywords: Education
    Abstract: The COVID-19 crisis continues to impact education globally. According to UNESCO in mid-April 2020, 194 countries had closed schools nationwide, affecting almost 1.6 billion learners. By August 2020, there were still 105 country-wide closures affecting over a billion learners. Many educators have worked hard to sustain student learning and well-being. The form, intensity and success of those efforts vary across countries/economies, but digital technologies have emerged as a crucial prerequisite for success. Digital technologies offer the potential to provide new opportunities and alternative approaches for learning. They can shape what people learn, how they learn, where they learn and when they learn and, especially, the type of interactions between teachers and students. However, the COVID-19 crisis arose at a time when most education systems were unprepared to make the most of the potential of digital technologies. This PISA in Focus looks at how prepared schools and students were to be learning remotely.
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  • 70
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (7 p.)
    Series Statement: PISA in Focus no.103
    Keywords: Education
    Abstract: Evolving technologies have changed the ways people read and exchange information, whether at home, at school or in the workplace. When PISA assessed 15-year-olds’ reading literacy for the first time, in 2000, only in two countries – Canada and Norway – did more than 50% of the population use the Internet. In 2009, about 15% of students in OECD countries, on average, reported that they did not have access to the Internet at home. By 2018, that proportion had shrunk to less than 5%. The growth in access to online services is likely to be even larger than suggested by these percentages, which hide the exponential growth in the quality of Internet services and the explosion of mobile Internet services over the past decade. In many respects, the challenges that readers encounter today, in a highly digitalised environment, are greater than those encountered in the world of printed books, manuals and newspapers. To navigate successfully the information provided in electronic text formats, people need to use complex strategies to analyse, synthesise, integrate and interpret relevant information from multiple sources when they read. But are students – and education systems – rising to the challenge of mastering reading skills for the digital age?
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  • 71
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Education Indicators in Focus no.74
    Keywords: Education ; Social Issues/Migration/Health
    Abstract: Women’s participation in higher education has overtaken men’s. However, women have been historically under-represented in some fields and continue to be so: they predominate in education,and health and welfare as their main fields of study, while men predominate in science, technology, engineering and mathematics. Whatever field of study they choose, however, women’s earnings still lag behind men’s in all fields and in all OECD and partner countries.
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  • 72
    Language: French
    Pages: 1 Online-Ressource (75 p.)
    Parallel Title: Parallele Sprachausgabe Leadership for a high performing civil service: Towards senior civil service systems in OECD countries
    Keywords: Education ; Employment ; Governance
    Abstract: Les hauts dirigeants publics (les hauts fonctionnaires qui conduisent et améliorent des fonctions administratives majeures) sont au cœur de l’efficacité de l’administration publique. Ils transforment les orientations politiques en stratégies et programmes qui maintiennent les citoyens en bonne santé et en sécurité et leur permettent d’être économiquement productifs. Pour ce faire, toutefois, ils doivent disposer des compétences adéquates et du soutien institutionnel pour les déployer efficacement. Ce document résume les enseignements tirés d’un projet récemment terminé qui s’attaque à ce problème. Il recense quatre aptitudes au leadership, nécessaires pour répondre à des problèmes politiques complexes : leadership fondé sur des valeurs, inclusion ouverte, bonne gestion organisationnelle et collaboration en réseaux. Ensuite, est défini un modèle d’évaluation des systèmes de la haute fonction publique. En conclusion, des recommandations sont énoncées visant à aider les gouvernements à adopter une démarche systématique en matière de développement et de gestion de leurs hauts fonctionnaires.
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  • 73
    Language: English
    Pages: 1 Online-Ressource (49 p.)
    Series Statement: OECD Education Policy Perspectives no.25
    Keywords: Education ; Kazakhstan
    Abstract: Kazakhstan has made tremendous progress in ensuring universal access to primary and lower-secondary education. Nevertheless, results international surveys reveal that almost two-thirds of students from Kazakhstan complete schooling without mastering the basic skills needed to be successful, and that student achievement is increasingly inequitable. This policy perspective provides Kazakhstan with recommendations about how to strengthen its initial teacher education and support for early career teachers in order to improve the learning outcomes of all students. It is part of a larger OECD review of Kazakhstan that is published as four policy perspectives, each examining a key policy issue.
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  • 74
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (34 p.)
    Series Statement: OECD Education Policy Perspectives no.18
    Keywords: Bildungspolitik ; Bildungswesen ; Irland ; Education ; Ireland
    Abstract: This country policy profile on education in Ireland is part of the Education Policy Outlook series. Building on the first policy profile for Ireland (2013), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade’s worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also offers analysis of the Irish education system’s initial responses to the COVID-19 crisis and provides insight into approaches to building greater responsiveness and resilience for the future.
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  • 75
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (26 p.)
    Series Statement: PISA in Focus no.110
    Keywords: Education ; Development
    Abstract: PISA for Development (PISA-D) aims to make the assessment more accessible and relevant to low- and middle-income countries. This report summarises findings from the out-of-school assessment results for PISA-D. By combining the out-of-school assessment with the in-school assessment, PISA-D has been able to achieve a unique perspective on the current skills level and on the challenges that the entire population of 14-16 year-olds face. Seven countries participated in the school-based implementation of PISA-D: Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal and Zambia.1 Four of them, namely Guatemala, Paraguay, Honduras and Senegal, also participated in the PISA-D out-of-school assessment. Panama took part in the main PISA assessment in 2018 and the PISA-D out-of-school assessment. This report provides an overview of the main results of the out-of-school assessment for the five participating countries, comparing them, where relevant, with those for the in-school students discussed in PISA in Focus #91.
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  • 76
    Language: French
    Pages: 1 Online-Ressource (7 p.)
    Series Statement: L'enseignement à la loupe no.34
    Parallel Title: Parallele Sprachausgabe Professional collaboration as a key support for teachers working in challenging environments
    Keywords: Education
    Abstract: Les enseignants se distinguent par leur travail dynamique et très diversifié. Ils ont souvent face à eux des élèves dont les besoins varient du fait de différences de niveau d’aptitude ou de styles d’apprentissage et qu’ils doivent aider par des commentaires personnalisés ou un soutien interpersonnel. La pandémie de COVID-19 a lancé de nouveaux défis : les enseignants ont dû innover pour communiquer avec leurs élèves, faciliter les processus d’apprentissage et suivre leur évolution sans être présent physiquement. Les interactions que les enseignants ont avec leurs élèves sont au coeur du processus d’enseignement et d’apprentissage, mais les relations et les interactions qu’ils ont avec leurs collègues constituent aussi une composante majeure de leur profession, que la pandémie a fortement ébranlée. La collaboration collégiale aide les enseignants à apprendre les uns des autres, à échanger leurs connaissances dans leur communauté professionnelle et, en fin de compte, à améliorer leurs cours et le soutien qu’ils peuvent apporter à leurs élèves.
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  • 77
    Language: English
    Pages: 1 Online-Ressource (139 p.)
    Series Statement: OECD Education Working Papers no.241
    Keywords: Education
    Abstract: The focus of this working paper is on how secondary schools can optimise young people’s preparation for adult employment at a time of extreme labour market turbulence. By reviewing academic analysis of national longitudinal datasets, it is possible to identify indicators of comparative adult success. How teenagers (i) think about their futures in work and what they do to (ii) explore and (iii) experience workplaces within and outside of schools is consistently associated with better than expected employment outcomes in adulthood. Data-driven career guidance will take such indicators into account within delivery. Analysis of the Programme for International Student Assessment (PISA) 2018 illustrates substantial variation in the extent of such career readiness between and within countries. Variation in career readiness is particularly associated with disadvantage. More effective education systems will ensure schools systematically address inequalities in teenage access to information and support in preparing for working life.
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  • 78
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (32 p.)
    Series Statement: OECD Education Policy Perspectives no.12
    Keywords: Bildungspolitik ; Bildungswesen ; Dänemark ; Education ; Denmark
    Abstract: This country policy profile on education in Denmark is part of the Education Policy Outlook series. Building on the first country policy profile for Denmark (2014), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade's worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also offers analysis of Denmark’s system's initial responses to the COVID-19 crisis and provides insight into approaches to building greater responsiveness and resilience for the future.
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  • 79
    Language: English
    Pages: 1 Online-Ressource (37 p.)
    Series Statement: OECD Policy Responses to Coronavirus (COVID-19)
    Keywords: Allgemeinbildende Schule ; Bildungschancen ; Schüler ; Coronavirus ; Schulbesuch ; OECD-Staaten ; Education ; Social Issues/Migration/Health
    Abstract: A holistic approach to education – that addresses students’ learning, social and emotional needs – is crucial, especially in times of crisis. School closures related to the coronavirus (COVID-19) pandemic mean that students from diverse backgrounds who are more at risk of increased vulnerability are less likely to receive the support and extra services they need, and the gap between students that experience additional barriers and that do not might widen. Closures can also have considerable effects on students’ sense of belonging to schools and their feelings of self-worth – these are key for inclusion in education. This Policy Brief describes OECD Member Countries’ initiatives to address the different needs of vulnerable students during the COVID-19 pandemic. Beyond school closures, it also examines the issue of school re-openings by presenting countries’ current measures and providing policy pointers aimed to ensure that the pandemic does not further hinder the inclusion of vulnerable students in education systems.
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  • 80
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: French
    Pages: 1 Online-Ressource (7 p.)
    Series Statement: Les réponses de l’OCDE face au coronavirus (COVID-19)
    Parallel Title: Parallele Sprachausgabe Education and COVID-19: Focusing on the long-term impact of school closures
    Keywords: Education
    Abstract: La crise du COVID-19 a conduit 188 pays à fermer leurs écoles, perturbant ainsi le processus d’apprentissage de plus de 1,7 milliard d’enfants et de jeunes, ainsi que leurs familles. Pendant cette période, des solutions d’apprentissage à distance ont été proposées afin d’assurer une continuité pédagogique mais le débat actuel porte essentiellement sur le volume de connaissances acquises par les élèves pendant la fermeture de leur établissement. Toutefois, alors qu’un éventuel manque d’apprentissages pourrait n’être que temporaire, d’autres phénomènes qui surviennent en l’absence d’une scolarité traditionnelle, comme une démotivation face à l’enseignement ou un désengagement vis-à-vis du système scolaire, auront des répercussions à long terme sur les résultats des élèves. Ce phénomène d’hystérèse dans l’enseignement doit faire l’objet d’une attention particulière et le document présent expose les grandes lignes d’une stratégie double dont l’objectif est de remettre les élèves décrocheurs sur le chemin de l’école et de limiter efficacement le décrochage scolaire dans l’éventualité de nouveaux confinements.
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  • 81
    Language: English
    Pages: 1 Online-Ressource (13 p.)
    Series Statement: OECD Policy Responses to Coronavirus (COVID-19)
    Parallel Title: Parallele Sprachausgabe 学校閉鎖期間のリモート学習に対する生徒と学校の備え:PISA調査結果より
    Parallel Title: Parallele Sprachausgabe Aprender a distancia cuando las escuelas cierran: ¿Cuán bien están preparados los estudiantes y las escuelas? Enseñanzas de PISA
    Keywords: Education ; Social Issues/Migration/Health
    Abstract: As school after school shuts down in the face of the Covid-19 crisis (in now more than 140 countries), online learning opportunities have been elevated from a bonus extracurricular facility to a critical lifeline for education.
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  • 82
    Language: Spanish
    Pages: 1 Online-Ressource (5 p.)
    Series Statement: Medidas políticas clave de la OCDE ante el coronavirus (COVID-19)
    Parallel Title: Parallele Sprachausgabe Education responses to COVID-19: Embracing digital learning and online collaboration
    Keywords: Education
    Abstract: Ante la propagación de COVID-19, los países están poniendo en marcha planes de emergencia para desacelerarla y limitarla, y a la vez se preparan para una posible interrupción de largo plazo de la asistencia a la escuela y la universidad. Cada semana que las escuelas permanezcan cerradas implicará una pérdida masiva en el desarrollo de capital humano, la cual tendrá implicaciones económicas y sociales importantes y prolongadas. Si bien la situación representa una dura prueba de resistencia para los sistemas educativos, también es una oportunidad de desarrollar oportunidades de educación alternativa. Por ejemplo, China, que fue la primera nación afectada por el coronavirus, ha avanzado ya mucho en brindar a un gran número de sus estudiantes acceso a oportunidades de aprendizaje en línea.
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  • 83
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (42 p.)
    Series Statement: OECD Education Policy Perspectives no.24
    Keywords: Education ; Kazakhstan
    Abstract: Kazakhstan has made tremendous progress in ensuring universal access to primary and lower-secondary education. Nevertheless, results international surveys reveal that almost two-thirds of students from Kazakhstan complete schooling without mastering the basic skills needed to be successful, and that student achievement is increasingly inequitable. This policy perspective provides Kazakhstan with recommendations about how to strengthen its national examinations in order to improve the learning outcomes of all students. It is part of a larger OECD review of Kazakhstan that is published as four policy perspectives, each examining a key policy issue.
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  • 84
    Language: Japanese
    Pages: 1 Online-Ressource (12 p.)
    Series Statement: 新型コロナウイルス(COVID-19)へのOECD政策対応
    Parallel Title: Parallele Sprachausgabe Aprender a distancia cuando las escuelas cierran: ¿Cuán bien están preparados los estudiantes y las escuelas? Enseñanzas de PISA
    Parallel Title: Parallele Sprachausgabe Learning remotely when schools close: How well are students and schools prepared? Insights from PISA
    Keywords: Education ; Social Issues/Migration/Health
    Abstract: コロナウイルス危機により学校が次々と閉鎖される中(2020年3月末時点で140か国以上)、オンライン学習の機会の地位が教科課程外のおまけから、教育にとって必須のライフラインへと上昇している。
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  • 85
    Language: English
    Pages: 1 Online-Ressource (83 p.)
    Series Statement: OECD Education Working Papers no.238
    Keywords: Education
    Abstract: OECD countries have developed various practices and policy approaches to promote inclusive education systems for students with special education needs (SEN), which include learning disabilities, physical impairments and mental disorders. Among the latter, Attention-Deficit/Hyperactivity Disorder (ADHD) is a particularly relevant: being often comorbid with other learning disabilities, it causes significant difficulties in academic and social outcomes to affected students. Compared to other disorders that can cause difficulties to students, ADHD is less consistently accepted as an impairing condition. Mapping and analysing the key elements of diverse practices across OECD countries is fundamental to correctly define the situation of students with ADHD in education systems and the future direction of policy-making. Through a holistic approach, the paper adopts the analytical framework developed by the OECD’s Strength through Diversity project: Education for Inclusive Societies to analyse policies and practices to include students with ADHD in education systems and promote their well-being.
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  • 86
    Online Resource
    Online Resource
    Paris : OECD Publishing
    ISBN: 9789264865471 , 9789264364752 , 9789264432178
    Language: Portuguese
    Pages: 1 Online-Ressource (252 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Going Digital in Brazil
    Keywords: Education ; Governance ; Science and Technology ; Industry and Services ; Brazil
    Abstract: A Caminho da Era Digital no Brasil analisa os desenvolvimentos recentes na economia digital brasileira, revisa políticas relacionadas à digitalização e faz recomendações para aumentar a coerência das políticas nessa área. O relatório examina a disponibilidade e a qualidade das redes e serviços de comunicação no Brasil, bem como políticas e regulamentos relacionados. A Revisão também analisa as tendências no uso da tecnologia digital entre indivíduos, empresas e o governo, e examina políticas para promover sua difusão. Ela discute os esforços para aumentar a confiança na economia digital, com foco na segurança digital, privacidade e proteção do consumidor. Ela também analisa políticas para promover a inovação digital e examina as implicações políticas dos modelos de negócios emergentes em setores-chave. O relatório reconsidera essas políticas em relação à sua coerência entre diferentes domínios, e fornece recomendações para promover sinergias entre ministérios, níveis e instituições do governo, com base no Marco de Políticas Integradas “A Caminho da Era Digital” da OCDE. Esta publicação é a tradução de Going Digital in Brazil, parte da série OECD Reviews of Digital Transformation, publicada apenas em inglês.
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  • 87
    ISBN: 9789264861138 , 9789264640009 , 9789264854826
    Language: Portuguese
    Pages: 1 Online-Ressource (174 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Auditing Decentralised Policies in Brazil: Collaborative and Evidence-Based Approaches for Better Outcomes
    Keywords: Education ; Governance ; Urban, Rural and Regional Development ; Brazil
    Abstract: Políticas e serviços públicos, como educação, saúde, previdência, infraestrutura e saneamento, são cada vez mais formulados e prestados por meio de diferentes níveis de governo (nacional, regional e local), criando desafios de coordenação e governança. O presente relatório descreve como os 33 tribunais de contas brasileiros podem aplicar a função de controle – como auditorias – para contribuir para maior eficácia e coerência das políticas públicas descentralizadas. O relatório apresenta os resultados de um projeto de 3 anos que visou aprimorar a atuação conjunta dos tribunais de contas, focando no setor da educação como área piloto para o teste da aplicação de indicadores na seleção estratégica de auditorias. O relatório propõe um referencial para que as instituições de auditoria possam avaliar a governança multinível e explora modelos de governança que podem ser adotados para garantir a colaboração entre os tribunais. Tais abordagens podem inspirar e informar outras entidades fiscalizadoras superiores que também sejam responsáveis por auditar políticas públicas e programas descentralizados envolvendo governos central, regional e local.
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  • 88
    Online Resource
    Online Resource
    Paris : OECD Publishing
    ISBN: 9789264511316 , 9789264463943 , 9789264668874
    Language: English
    Pages: 1 Online-Ressource (81 p.) , 21 x 28cm.
    Series Statement: OECD Skills Studies
    Parallel Title: Erscheint auch als Effective adult learning policies
    Keywords: Erwachsenenbildung ; Weiterbildung ; Bildungspolitik ; Lateinamerika ; Education ; Employment ; Argentina ; Brazil ; Chile ; Mexico ; Lateinamerika ; Erwachsenenbildung ; Weiterbildung ; Bildungspolitik
    Abstract: In Latin America and the Caribbean, as across the globe, globalisation and rapid technological change, together with demographic developments are reshaping skill demands and supply in all countries. These trends are expected to continue in the coming years at an increasing pace. Technological progress, in particular, is profoundly transforming the world of work and, in turn, the skills demanded by employers. This poses challenges but it also creates opportunities for Latin American and Caribbean (LAC) countries in the near future. Effective Adult Learning Policies: Challenges and Solutions for Latin American Countries discusses how individuals and firms in Latin American countries can harness the benefits of those changes. The report explores the challenges for LAC adult learning systems in supplying labour market relevant skills, what are the barriers to an inclusive participation in adult learning and what solutions governments, firms and individuals should collectively put in place to ensure that adult learning is truly effective.
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  • 89
    ISBN: 9789264379923 , 9789264387171 , 9789264687448
    Language: French
    Pages: 1 Online-Ressource (142 p.) , 21 x 28cm.
    Series Statement: Études de l'OCDE sur les compétences
    Parallel Title: Parallele Sprachausgabe Skills Matter: Additional Results from the Survey of Adult Skills
    Keywords: Education ; Employment ; Algeria ; Australia ; Austria ; Belgium ; Canada ; Chile ; Cyprus ; Czech Republic ; Denmark ; Ecuador ; Estonia ; Finland ; France ; Germany ; Greece ; Hungary ; Indonesia ; Ireland ; Israel ; Italy ; Japan ; Kazakhstan ; Korea, Republic of ; Lithuania ; Mexico ; Netherlands ; New Zealand ; Norway ; Peru ; Poland ; Russian Federation ; Singapore ; Slovak Republic ; Slovenia ; Spain ; Sweden ; Turkey ; United Kingdom ; United States
    Abstract: La révolution technologique qui a marqué les dernières décennies du XXe siècle a entraîné une forte augmentation de la demande de facultés de traitement de l’information et d’autres compétences cognitives et interpersonnelles sur le marché du travail. Sur la base des résultats des 33 pays et régions ayant participé aux deux premières vagues de l'Enquête sur les compétences des adultes en 2011-12 et 2014-15, ce rapport décrit les compétences dans trois domaines de traitement de l'information et examine comment les compétences sont liées au marché du travail et aux résultats sociaux. Il décrit notamment les résultats des six pays ayant participé à la troisième vague du premier cycle du PIAAC en 2017-18 (Équateur, États-Unis, Hongrie, Kazakhstan, Mexique et Pérou). L’Évaluation des compétences des adultes, un produit du Programme de l’OCDE pour l’évaluation internationale des compétences des adultes (PIAAC), a été conçue pour montrer dans quelle mesure les individus possèdent certaines de ces facultés et compétences clés et comment ils les utilisent dans le cadre professionnel et dans la vie privée. Cette enquête, la première du genre, évalue directement le niveau de compétence dans trois domaines du traitement de l’information : la littératie, la numératie et la résolution de problèmes.
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  • 90
    Online Resource
    Online Resource
    Paris : OECD Publishing
    ISBN: 9789264341371 , 9789264501775 , 9789264427259
    Language: English
    Pages: 1 Online-Ressource (182 p.) , 21 x 28cm.
    Parallel Title: Erscheint auch als The digitalisation of science, technology and innovation
    Keywords: Education ; Environment ; Governance ; Science and Technology ; Industry and Services ; Digitale Revolution ; Elektronisches Publizieren ; Forschungspolitik
    Abstract: This report examines digitalisation’s effects on science, technology and innovation and the associated consequences for policy. In varied and far-reaching ways, digital technologies are changing how scientists work, collaborate and publish. While examining these developments, this book also assesses the effects of digitalisation on longstanding policy themes, from access to publicly funded research data, to the diffusion of technology and its absorption by firms. New and emerging topics are also explored. These include the roles of artificial intelligence and blockchain in science and production, using digital technology to draw on the collective intelligence of the scientific community, advances in the digitalisation of biotechnology, and possible "dark sides" of digitalisation.
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  • 91
    Online Resource
    Online Resource
    Paris : OECD Publishing
    ISBN: 9789264864726 , 9789264400160 , 9789264664494
    Language: English
    Pages: 1 Online-Ressource (114 p.) , 21 x 28cm.
    Series Statement: OECD Skills Studies
    Parallel Title: Erscheint auch als Making the most of technology for learning and training in Latin America
    Keywords: Bildungswesen ; Bildungspolitik ; Digitalisierung ; Lateinamerika ; Education ; Employment ; Science and Technology ; Argentina ; Bolivia ; Brazil ; Chile ; Colombia ; Costa Rica ; Dominican Republic ; Ecuador ; Guatemala ; Honduras ; Mexico ; Peru ; Venezuela ; Lateinamerika ; Bildungswesen ; Bildungspolitik ; Digitalisierung
    Abstract: Digitalisation is transforming the world of work and societies, and creating opportunities to learn and develop skills in new ways, times and places. The adoption and use of digital technologies can help Latin American countries close the skills gap with more advanced economies. Making the Most of Technology for Learning and Training in Latin America demonstrates how Latin American countries can realise the potential of new technologies for skills development in schools and all stages of life. It identifies barriers to accessing ICT infrastructure and connectivity limitations in Latin America, and provides recommendations on how they can be overcome to ensure that all students and citizens can benefit from new technologies for learning. The report explores the relationship between technology use in initial education and students’ performance in Latin America, and how policies can best support teachers as digital tools enter their classrooms. Digitalisation provides new opportunities for lifelong learning and this report examines the potential of open education and MOOCs in reaching those adults who are most in need of training in Latin American countries.
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  • 92
    ISBN: 9789264956698 , 9789264858732 , 9789264612525
    Language: English
    Pages: 1 Online-Ressource (290 p.) , 21 x 28cm.
    Series Statement: OECD Development Pathways
    Parallel Title: Erscheint auch als Multi-dimensional review of Viet Nam
    Keywords: Entwicklung ; Wirtschaftswachstum ; Nachhaltige Entwicklung ; Vietnam ; Education ; Finance and Investment ; Governance ; Development ; Economics ; Viet Nam ; Vietnam ; Wirtschaftsentwicklung ; Wirtschaftswachstum ; Nachhaltigkeit
    Abstract: Since the launch of the Ðổi Mới economic reforms in 1986, Viet Nam has achieved tremendous economic and social progress. Today, it is well integrated on global markets, has enjoyed robust growth, and has seen remarkable poverty reduction. With its recent successful fiscal consolidation, its attractiveness as a trading destination and rapidly growing domestic middle class, Viet Nam faces a window of opportunity for its transition to an inclusive market economy. Three guiderails should form the basis of this strategy: integration, transparency and sustainability. Better integration between state-owned enterprises, foreign investors and domestic private companies in open markets will be key to future performance gains. Partnerships between universities and enterprises would also help upgrade skills and create innovation, thereby making the integration durable. Transparency and performance of government are prerequisites for trust and a key lever to enhance efficiency and productivity in most areas of the state and the economy. A more sustainable development path will need better management of water, air and energy to address climate change. Reforms of the social security system can also ensure that no one is left behind, especially in the face of a fast ageing population.
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  • 93
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: Teaching in Focus no.30
    Parallel Title: Parallele Sprachausgabe Cadre conceptuel du bien-être des enseignants : Contributions de l’Enquête TALIS 2018
    Keywords: Education
    Abstract: The OECD teachers’ occupational well-being framework contributes to understanding and measuring the occupational well-being of teachers between and within systems. It provides a pathway to explore the association between the quality of working environments and teachers’ levels of occupational well-being. It also covers the association of teachers’ occupational well-being with the quality of learning environments (measured by classroom quality processes and association with students’ well-being) and teachers’ stress levels and motivation to continue teaching.
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  • 94
    Language: English
    Pages: 1 Online-Ressource (40 p.)
    Series Statement: OECD Education Working Papers no.216
    Keywords: Education
    Abstract: The landscape of post-secondary education is changing with the emergence of new credentials that are engaging millions of learners. So-called “alternative credentials” – such as micro-credentials, digital badges and industry-recognised certificates – have expanded their scale considerably, as a consequence of a rising demand for upskilling and reskilling, as well as a sharp reduction in the unit cost of provision made possible by digitalisation. Higher education institutions, businesses and other institutions are actively offering alternative credentials that help learners acquire new skills, update their existing skills and signal the competencies they already have. Despite an increasing volume of these new credentials, great uncertainty persists. This working paper aims to assist policy makers across the OECD by defining terminologies, identifying the characteristics of these credentials, looking at providers and learners of these credentials, and examining how employers and governments perceive these credentials.
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  • 95
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (8 p.)
    Series Statement: Education Indicators in Focus no.76
    Keywords: Education
    Abstract: The transition from tertiary education to work involves substantial uncertainty and changes between education programmes, jobs and industries. The current major disruption in the labour market is only going to increase this uncertainty, making it essential for graduates to be prepared for it. Graduates with more dynamic career trajectories are more likely to include interpersonal skills in their professional profiles. This confirms the need for higher education institutions to pursue their efforts to develop a comprehensive skill set for their graduates, including technical skills and also interpersonal skills.
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  • 96
    Language: English
    Pages: 1 Online-Ressource (7 p.)
    Series Statement: Teaching in Focus no.34
    Keywords: Education
    Abstract: Teachers’ work is multifaceted and dynamic. They frequently encounter students with different needs, such as different ability levels and learning styles, and frequently need to give students feedback or interpersonal support. The COVID-19 pandemic has posed new challenges, as teachers have had to communicate with their students, facilitate learning processes and monitor students’ learning without being physically present. While teachers’ interactions with their students lie at the heart of the teaching and learning process, their relationships and interactions with their colleagues constitute a key professional dimension that has also been seriously affected by the pandemic. Collaboration with colleagues allows teachers to learn from each other’s expertise, share knowledge within their professional community and, ultimately, improve the instruction and support they can give to their students.
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  • 97
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (25 p.)
    Series Statement: OECD Education Policy Perspectives no.8
    Keywords: Education ; Norway
    Abstract: In 2017, the Government of Norway introduced a new competence development model for schools, to provide municipalities and schools with greater freedom of action and empower them to carry out systematic school improvement. This model has the potential to promote collective teacher professionalism, but requires a carefully thought out implementation strategy to yield positive results. From 2018, the OECD partnered with Norway to support this implementation process, and undertook an initial assessment of the implementation strategy of the model (Improving School Quality in Norway: The New Competence Development Model, 2019). In the meantime, the Norwegian Directorate for Education and Training has kept on co-shaping the model with universities and education stakeholders at the regional and local level. This new report assesses progress made, and makes further recommendations to move forward with the model development. The report will be valuable not only for Norway, but also to the many countries that are looking to promote school-based professional development and bridge the gap between policy design and effective implementation.
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  • 98
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (182 p.)
    Series Statement: OECD Education Working Papers no.223
    Keywords: Education
    Abstract: This report focuses on the adult learning data that was collected as part of the OECD Survey of Adult Skills between 2012 and 2016, which has been a core activity of the ongoing OECD Programme for the International Assessment of Adult Competencies (PIAAC). The objectives are to: present the data on adult learning made available by PIAAC; provide an international and comparative overview of the extent of adult learning of different types along with trends, where possible, for countries and economies that have so far participated in PIAAC; reveal international and comparative patterns on the distribution of adult learning within participating countries and economies, focusing on who is and who is not participating in terms of the types of jobs they work in as well as their socio-demographic profile; assess empirically the relationship between some types of adult learning and economic as well as social outcomes; discuss systemic features of adult learning systems and their relationship with selected economic and social policy instruments; and to draw out implications of the results in relation to the continued measurement of adult learning.
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  • 99
    Language: French
    Pages: 1 Online-Ressource (6 p.)
    Series Statement: L'enseignement à la loupe no.29
    Parallel Title: Parallele Sprachausgabe Supporting and guiding novice teachers: Evidence from TALIS 2018
    Keywords: Education
    Abstract: Les enseignants débutants apportent une énergie et des idées nouvelles aux écoles et aux salles de classe qui pourraient améliorer l'environnement d'apprentissage des élèves, si elles sont correctement exploitées. Dans le même temps, les enseignants novices sont, par définition, inexpérimentés dans certains aspects des pratiques en classe et du travail scolaire. Comme pour toute autre profession, les enseignants novices ont besoin de temps, de soutien et de conseils pour améliorer leurs compétences et s'adapter aux tâches auxquelles ils sont régulièrement confrontés. Ainsi, fournir aux enseignants débutants un soutien adéquat dans leurs premières années est un défi majeur pour développer l'enseignement en tant que profession.
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  • 100
    Language: English
    Pages: 1 Online-Ressource (51 p.)
    Series Statement: OECD Education Working Papers no.221
    Keywords: Education
    Abstract: Because of the regulations concerning school entry in most school systems, a child’s date of birth may significantly affect his or her age at entry into school, and thus their first experience of schooling. Using data from the Programme for International Student Assessment (PISA), this paper provides a comparative analysis of the impact of a student’s month of birth on cognitive and non-cognitive outcomes. It describes school regulations regarding school entry in over 45 countries and economies, and discusses the reasons why a student’s date of birth may have consequences on his or her performance in school. The results show that a student’s month of birth has consequences on performance in the three main domains assessed by PISA, and also on the student’s progress through education, as those children who were the youngest in their grade cohort at entry into school were more likely to have repeated a grade in primary school. This paper also shows that, in several school systems, being the youngest in the school-entry cohort has an impact on self-confidence, notably on self-perceived competence and self-efficacy, and also on future education outcomes. These results call for raising awareness amongst educators and parents of the initial disadvantage experienced by the youngest children in their first years of school. The paper concludes with a review of existing recommendations to reduce age-related effects on education outcomes.
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