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  • Education  (172)
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  • 1
    Online Resource
    Online Resource
    The ABC of Gender Equality in Education : Aptitude, Behaviour, Confidence (2015)
    Paris : OECD Publishing
    Details
    ISBN: 9789264229945
    Language: English
    Pages: Online-Ressource (180 p.) , ill.
    Series Statement: PISA
    Parallel Title: Parallelausg. L'égalité des sexes dans l'éducation ; Aptitudes, comportement et confiance
    Parallel Title: Parallelausg. L'égalité des sexes dans l'éducation
    Parallel Title: Erscheint auch als The ABC of gender equality in education
    RVK:
    DU 4000
    Keywords: Bildungschancen ; Geschlechterunterschiede ; Schüler ; OECD-Staaten ; Education ; PISA-Studie ; Geschlechtsunterschied ; Schulleistungsmessung
    Abstract: This fascinating compilation of the recent data on gender differences in education presents a wealth of data, analysed from a multitude of angles in a clear and lively way. In particular it looks at underperformance among boys, lack of self confidence among girls and family, school and societal influences before addressing policies to help boys and girls reach their full potential.
    DOI: 10.1787/9789264229945-en
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  • 2
    Online Resource
    Online Resource
    Literacy, Numeracy and Problem Solving in Technology-Rich Environments : Framework for the OECD Survey of Adult Skills (2012)
    Paris : OECD Publishing
    Details
    ISBN: 9789264128859
    Language: English
    Pages: Online-Ressource (60 p.)
    Parallel Title: Erscheint auch als Literacy, numeracy and problem solving in technology-rich environments
    RVK:
    DW 1000
    Keywords: Qualifikation ; Erwachsene ; Analphabetismus ; Informationstechnik ; OECD-Staaten ; Education ; Erwachsener ; Schreib- und Lesefähigkeit ; Rechenfähigkeit
    Abstract: A basic level of literacy and numeracy is essential for full participation in modern societies. While very few people in most of the advanced countries could be regarded as illiterate or innumerate, recent studies have shown that there are, in fact, significant numbers of people with poor skills, and that low levels of skills are associated with lower wages and greater chances of unemployment and disengagement from the labour market. At the same time, technological changes, particularly the increasing presence of information and communication technologies in all areas of life, have led to a growing demand for higher-level cognitive skills that involve understanding, interpreting, analysing and communicating complex information. In this context, policy makers need the most comprehensive and up-to-date information if they want to ensure that the supply of skills in the labour force matches labour-market demand. The Programme for the International Assessment of Adult Competencies (PIAAC), an international assessment of adult skills managed by the OECD, will be central in providing that information. Implemented by 25 countries in Europe, the Americas and Asia, PIAAC is compiling one of the richest sources of data regarding the skills that adults use in their work, home and communities, and related information, including family background, education, employment, income, civic participation and health. Results from the data, which are being collected from August 2011 to March 2012, will be available at the end of 2013. This report maps the development of the Programme, from determining what should be measured, to defining the meaning of PIAAC’s three core domains, “literacy”, “numeracy” and “problem solving in technology-rich environments”, to designing assessment tasks and determining how those tasks will be interpreted. It summarises the draft frameworks, developed by dedicated experts, for each of the assessment domains, and includes examples of the items and stimuli used to measure proficiency in the three domains. In essence, it provides an overview and a look at the underpinnings of PIAAC.
    DOI: 10.1787/9789264128859-en
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  • 3
    Online Resource
    Online Resource
    Are Boys and Girls Ready for the Digital Age? (2012)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PISA in Focus no.12
    Parallel Title: Parallelausg. Garçons et filles sont-ils également prêts à affronter l'ère numérique ?
    Keywords: Education
    Abstract: Information and communication technologies revolutionise not only the speed at which information can be transmitted, but also how information is conveyed and received. Technological innovations have a profound effect on the types of skills that are demanded in today's labour markets and the types of jobs that have the greatest potential for growth. Most of these jobs now require some familiarity with, if not mastery of, navigating through digital material where readers determine the structure of what they read rather than follow the pre-established order of text as presented in a book…
    DOI: 10.1787/5k9gzj7398bw-en
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  • 4
    Online Resource
    Online Resource
    How Has the Global Economic Crisis Affected People with Different Levels of Education ? (2012)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: Education Indicators in Focus no.1
    Keywords: Education
    Abstract: With all the economic turmoil of the past several years, have you ever wished you could buy an insurance policy to protect against the effects of a global recession? Well, such an insurance policy already exists – and it’s called higher education. During the first two years of the global economic crisis, in country after country, people with a tertiary (higher) education were much less likely to be unemployed, much more likely to be participating in the labour force, and more likely to have higher earnings, compared to their less-educated counterparts. These and other findings are discussed in the first issue of the OECD’s new education brief series, Education Indicators in Focus.
    DOI: 10.1787/5k9fgpwlc6s0-en
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  • 5
    Online Resource
    Online Resource
    How Are Countries Around the World Supporting Students in Higher Education? (2012)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: Education Indicators in Focus no.2
    Keywords: Education
    Abstract: Few would dispute that having a higher education is more important than ever to help people build positive economic futures and strengthen the knowledge economies of countries. Yet as the second issue of the OECD’s new brief series Education Indicators in Focus explains, OECD countries have adopted dramatically different strategies for increasing higher education access – both in terms of how higher education is financed, and in the level of financial support they provide to individuals seeking a degree.
    DOI: 10.1787/5k9fd0kd59f4-en
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  • 6
    Online Resource
    Online Resource
    Equity and Quality in Education : Supporting Disadvantaged Students and Schools (2012)
    Paris : OECD Publishing
    Details
    ISBN: 9789264130852
    Language: English
    Pages: Online-Ressource (168 p.)
    Keywords: Education
    Abstract: Across OECD countries, almost one in every five students does not reach a basic minimum level of skills. In addition, students from disadvantaged socio-economic backgrounds are twice as likely to be low performers. Lack of fairness and inclusion can lead to school failure and this means that one in every five young adults on average drop out before completing upper secondary education. Reducing school failure pays off for both society and individuals. The highest performing education systems across OECD countries combine quality with equity. This report presents policy recommendations for education systems to help all children succeed in their schooling.
    DOI: 10.1787/9789264130852-en
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  • 7
    Online Resource
    Online Resource
    Does Money Buy Strong Performance in PISA? (2012)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PISA in Focus no.13
    Parallel Title: Parallelausg. Argent rime-t-il avec bonne performance dans l'enquête PISA ?
    Keywords: Education
    Abstract: This issue will show that strong performers do not invest scarce resources in smaller classes, but in higher teachers' salaries. They are neither the countries that spend the most on education, nor are they the wealthiest countries; rather they are the countries that are committed to providing high-quality education to all students in the belief that all students can achieve at high levels.
    DOI: 10.1787/5k9fhmfzc4xx-en
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  • 8
    Online Resource
    Online Resource
    Education Policy Advice for Greece (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264119581
    Language: English
    Pages: Online-Ressource (112 p.)
    Series Statement: Strong Performers and Successful Reformers in Education
    Parallel Title: Erscheint auch als Strong performers and successful reformers in education
    Keywords: Bildungspolitik ; Griechenland ; Education ; Brazil ; Canada ; China, People’s Republic ; Finland ; Germany ; Japan ; Poland ; Singapore ; Sweden ; United States ; Griechenland ; Bildungspolitik
    Abstract: The future of Greece’s well-being will depend on improving educational performance to boost productivity and improve social outcomes. In the current economic context, with the need to get best value for spending, Greece must and can address inefficiencies in its education system. The challenges are significant. For example, Greece lags behind many OECD countries in performance on PISA, including countries with the same or lower levels of expenditure per student as well as countries with the same and lower levels of economic development. Salary costs per student are above the OECD average, mostly because Greek teachers have less teaching time and Greece has smaller classes. A smaller percentage of students who enter tertiary education complete a first degree within the statutory study time than in any other country in Europe. To address the challenges, the Greek government has established a bold agenda and sought advice from a task force on the development and implementation of reform proposals that reflect best practices in OECD countries. This report provides the outcomes of the work of the task force. It presents a roadmap for how the reforms can be successfully implemented, with pointers to relevant experience in other countries. As a contribution to the on-going policy discussions in Greece, it recommends specific short-, medium- and long-term actions that can improve efficiency in the country’s education system.
    DOI: 10.1787/9789264119581-en
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  • 9
    Online Resource
    Online Resource
    PISA 2009 Results: Students On Line : Digital Technologies and Performance (Volume VI) (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264112995
    Language: English
    Pages: Online-Ressource (396 p.)
    Series Statement: PISA
    Parallel Title: Parallelausg. Résultats du PISA 2009 ; Élèves en ligne ; Technologies numériques et performance (Volume VI)
    Parallel Title: Parallelausg. Résultats du PISA 2009 : Élèves en ligne : Technologies numériques et performance (Volume VI)
    Keywords: Education
    Abstract: This sixth volume of PISA 2009 results explores students’ use of information technologies to learn. For PISA 2009, the framework for reading literacy has been developed to encompass reading electronic texts. This has led to an expansion of the description of text types to take account of the electronic environment, as well as a redefinition of the aspects of reading, to embrace, for example, the requirement for integration of information from multiple unrelated texts, as well as other features. The PISA 2009 reading framework and the assessment instrument together provide an operational definition and description of the distinctive structures and types of both text and task that constitute electronic reading, allowing an exploration of factors that contribute to difficulty. PISA 2009 therefore provides an opportunity to investigate electronic reading on a large scale. This book presents some initial findings.
    DOI: 10.1787/9789264112995-en
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  • 10
    Online Resource
    Online Resource
    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of the United States, Texas 2011 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264114029
    Language: English
    Pages: Online-Ressource (66 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education ; United States
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. In Texas, secondary level career and technical education (CTE) is provided within a comprehensive high school framework. Texas has encouraged a wide variety of innovative learning initiatives, established good articulation between high school CTE and postsecondary programs and benefits from a strong network of community colleges and universities. At the same time the state faces some challenges in ensuring minimum quality standards in CTE, in providing sufficient good quality career advice, and providing an adequate range of workplace learning opportunities. The OECD review assesses the main challenges faced by the CTE system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264114029-en
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  • 11
    Online Resource
    Online Resource
    The Impact of the 1999 Education Reform in Poland (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 31 p. , 21 x 29.7cm
    Series Statement: OECD Education Working Papers no.49
    Keywords: Education ; Poland
    Abstract: Increasing the share of vocational secondary schooling has been a mainstay of development policy for decades, especially in formerly socialist countries. However, the transition to market economies led to significant restructuring of school systems and a decline in the number of vocational students. Exposing more students to a general curriculum could improve academic abilities. To test the hypothesis that delayed vocational streaming improves academic outcomes, this paper analyses Poland’s significant improvement in international achievement tests and the restructuring of the education system, which expanded general schooling. Using propensity-score matching and difference-in-differences estimates, the authors show that delaying vocational education had a positive and significant impact on student performance on the order of one standard deviation.
    DOI: 10.1787/5kmbjgkm1m9x-en
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  • 12
    Online Resource
    Online Resource
    Do Students Today Read for Pleasure? (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PISA in Focus no.8
    Parallel Title: Parallelausg. Les élèves d'aujourd'hui lisent-ils par plaisir ?
    Keywords: Education
    Abstract: Students who are highly engaged in a wide range of reading activities are more likely than other students to be effective learners and to perform well at school. Research also documents a strong link between reading practices, motivation and proficiency among adults. Proficiency in reading is crucial for individuals to make sense of the world they live in and to continue learning throughout their lives...
    DOI: 10.1787/5k9h362lhw32-en
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  • 13
    Online Resource
    Online Resource
    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of the United States, South Carolina 2011 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264114012
    Language: English
    Pages: Online-Ressource (68 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education ; United States
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. South Carolina offers career and technology education (CATE) programs in high schools and career and technology centers, with relatively good status and linked to expectations of strong general skills. A reform agenda reflected in the ‘Education and Economic Development Act’ includes the development of high quality career guidance. There is also a strong technical college system. Wider challenges include an underlying problem of resources for schools, the need to further develop workplace learning, and the lack of basic skills both among school-leavers and adults. The OECD review assesses the main challenges faced by the CATE system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264114012-en
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  • 14
    Online Resource
    Online Resource
    Does Participation in Pre-Primary Education Translate into Better Learning Outcomes at School? (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PISA in Focus no.1
    Parallel Title: Parallelausg. L'accès à l'enseignement préprimaire permet-il d'améliorer les résultats scolaires ?
    Keywords: Education
    Abstract: It’s elementary: students benefit from pre-primary education. The OECD’s PISA 2009 results show that in practically all OECD countries 15-year-old students who had attended some pre-primary school outperformed students who had not. In fact, the difference between students who had attended for more than one year and those who had not attended at all averaged 54 score points in the PISA reading assessment – or more than one year of formal schooling (39 score points). While most students who had attended pre-primary education had come from advantaged backgrounds, the performance gap remains even when comparing students from similar backgrounds. After accounting for socio-economic background, students who had attended pre-primary school scored an average of 33 points higher than those who had not...
    DOI: 10.1787/5k9h362tpvxp-en
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  • 15
    Online Resource
    Online Resource
    How Do Some Students Overcome Their Socio-Economic Background? (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PISA in Focus no.5
    Parallel Title: Parallelausg. Comment certains élèves parviennent-ils à surmonter leur milieu socio-économique ?
    Keywords: Education
    Abstract: Are socio-economically disadvantaged students condemned to perpetuate an intergenerational cycle of poor academic achievement, poor job prospects and poverty? Not if they attend schools that provide them with more regular classes. Resilient students in the 2006 and 2009 PISA surveys displayed high levels of academic achievement despite the fact that they came from disadvantaged backgrounds. They beat the odds stacked against them to outperform peers from the same socio-economic background and be ranked among the top quarter of students internationally...
    DOI: 10.1787/5k9h362p77tf-en
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  • 16
    Online Resource
    Online Resource
    PISA 2009 at a Glance (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264095298
    Language: English
    Pages: Online-Ressource , ill.
    Keywords: Education
    Abstract: PISA 2009 at a Glance is a companion publication to PISA 2009 Results, the six-volume report on the 2009 survey conducted by the OECD’s Programme for International Student Assessment (PISA). PISA assesses the extent to which students near the end of compulsory education have acquired some of the knowledge and skills that are essential for full participation in modern societies. Its triennial assessments of 15-year-olds focus on reading, mathematics and science. PISA 2009 at a Glance provides easily accessible data on the some of the main issues analysed in the full report: What students know and can do: How do students compare in the knowledge and skills they show at school? Which countries are the best performers? Which perform poorly? Overcoming social background: Does a student’s socio-economic background affect his or her performance in school? Learning to learn: Are there some types of reading, and some ways of learning, that are better for students than others? What makes a school successful?: What traits do high-performing schools have in common? Each issue is presented on a two-page spread. The left-hand page explains what the issue means both for students and for participating countries and economies, discusses the main findings and provides readers with a roadmap for finding out more in other OECD publications and databases. The right-hand page contains clearly presented charts and tables, accompanied by dynamic hyperlinks (StatLinks) that direct readers to the corresponding data in Excel™ format. PISA 2009 at a Glance is an ideal introduction to PISA and to the OECD’s rich trove of internationally comparable data on education and learning.
    DOI: 10.1787/9789264095298-en
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  • 17
    Online Resource
    Online Resource
    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of Sweden 2008 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264113978
    Language: English
    Pages: Online-Ressource (58 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education ; Sweden
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. Sweden has a well-established VET system at upper secondary level, grounded on strong outcomes in basic schooling, with high-status VET tracks and modest rates of dropout. The challenges to the system include relatively high rates of unemployment for young people, an ageing workforce of school-based trainers, and very limited engagement by the social partners. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264113978-en
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  • 18
    Online Resource
    Online Resource
    School Autonomy and Accountability : Are They Related to Student Performance? (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PISA in Focus no.9
    Parallel Title: Parallelausg. Autonomie et responsabilisation des établissements d'enseignement : Quel impact sur la performance des élèves ?
    Keywords: Education
    Abstract: In recent years, many schools have grown into more autonomous organisations and have become more accountable to students, parents and the public at large for their outcomes. PISA results suggest that, when autonomy and accountability are intelligently combined, they tend to be associated with better student performance...
    DOI: 10.1787/5k9h362kcx9w-en
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  • 19
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    When Students Repeat Grades or Are Transferred Out of School : What Does it Mean for Education Systems? (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PISA in Focus no.6
    Parallel Title: Parallelausg. Redoublement et transfert des élèves : Quel impact pour les systèmes d'éducation ?
    Keywords: Education
    Abstract: School systems handle the challenges of diverse student populations in different ways. Some countries have non-selective and comprehensive school systems that seek to provide all students with similar opportunities, leaving it to individual schools and teachers to meet the particular needs of every student. Other countries group students, whether in different schools or in different classes within schools, with the aim of serving students according to their particular academic potential, interests and/or behaviour. Having underperforming students repeat grades or transferring struggling or disruptive students to other schools are two common policies used to group students for this reason...
    DOI: 10.1787/5k9h362n5z45-en
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  • 20
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    Against the Odds : Disadvantaged Students Who Succeed in School (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264090873
    Language: English
    Pages: Online-Ressource (200 p.) , ill.
    Series Statement: PISA
    Keywords: Education
    Abstract: Many socio-economically disadvantaged students excel in PISA. Students who succeed at school despite a disadvantaged background -- resilient students -- are the focus of Against the Odds. The report shows that overcoming barriers to achievement is possible, and provides students, parents, policy makers and other education stakeholders insights into what enables socio-economically disadvantaged students to fulfil their potential. Resilient students are characterised by positive approaches to learning, for example, having more interest in science or having more self-confidence. The evidence in PISA shows that positive approaches to learning tend to boost the performance of advantaged students more than that of disadvantaged ones. From an equity perspective, therefore, policies aimed at fostering positive approaches to learning ought to target disadvantaged students more than others.
    DOI: 10.1787/9789264090873-en
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  • 21
    Online Resource
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    Private schools : Who Benefits? (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PISA in Focus no.7
    Parallel Title: Parallelausg. Enseignement privé : Quels avantages ? Et pour qui ?
    Keywords: Education
    Abstract: At some point in their child’s education, many parents have considered whether it would be worth the expense to enrol their child in a private school. For parents, private schools may offer a particular kind of instruction that is not available in public schools. If private schools also attract higher-performing students and better teachers than public schools, parents will also feel that they are securing the best possible education for their child...
    DOI: 10.1787/5k9h362mhtkd-en
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  • 22
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of Norway 2008 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264113947
    Language: English
    Pages: Online-Ressource (52 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education ; Norway
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. The Norwegian VET system has many strengths including strong and trustful co-operation between employers, unions and VET authorities and high-status VET tracks in upper secondary education. Many employers are keen to attract apprentices and there is a high level of adult literacy. But there are significant challenges, including an ageing workforce of school-based trainers, weak quality assurance mechanisms, high levels of dropout and concerns that the priority accorded to student choice may make the system unresponsive to labour market needs. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264113947-en
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  • 23
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of England and Wales 2009 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264113763
    Language: English
    Pages: Online-Ressource (51 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. In England and Wales, a substantial commitment, backed by increased resources, has been made to the enhancement of workplace skills. Policy-making is self-evidently dynamic and innovative and governments are making conscious attempts to improve employer engagement – the particular topic of this report. At the same time there are a number of challenges – in particular that of linking enhanced employer engagement to a strong apprenticeship system, and of overcoming the obstacle of a complex and unstable institutional environment. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264113763-en
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of Switzerland 2009 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264113985
    Language: English
    Pages: Online-Ressource (64 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education ; Switzerland
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. The Swiss VET system is very impressive. Its many strengths include strong employer engagement within a well functioning partnership of Confederation, cantons and professional organisations. School and work-based learning are integrated; the system is well-resourced, flexible and comprehensive, including a strong tertiary VET sector. VET teachers and trainers, examiners and directors are well prepared, quality control is ensured, career guidance is systematic and professional. Evidence is well developed and routinely used to support policy arguments. But at the same time there are a number of challenges. The global recession may reduce the provision of apprenticeship training, the entry of international companies may threaten dual system arrangements, competition between academic and vocational education could be sharpened by demographic changes, and there are some equity concerns. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264113985-en
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  • 25
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    Tuning-AHELO Conceptual Framework of Expected and Desired Learning Outcomes in Economics (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 42 p. , 21 x 29.7cm
    Series Statement: OECD Education Working Papers no.59
    Keywords: Education
    Abstract: The OECD Secretariat, at the invitation of the AHELO Group of National Experts, contracted the Tuning Association to undertake initial development work on learning outcomes to be used for valid and reliable assessments of students from diverse institutions and countries. The two disciplines selected for the AEHLO Feasibility Study are engineering and economics. Following the Tuning approach, academics from various regions and countries in the world reached consensus on definitions of expected learning outcomes for bachelor’s-type programmes in both disciplines. This Working Paper presents the outcomes of their work for the economics discipline. This report intends to identify a set of learning outcomes and spur on a collective reflection on learning outcomes for economics at the transnational level. In addition to the agreed upon learning outcomes, the paper presents an overview of the field of economics, the typical degrees and occupations in economics associated to the first and second cycle degrees. The paper also discusses the role of learning outcomes and presents the approach used to defining them. A summary of some of the prior work on the learning outcomes approaches in the economics field is also provided.
    DOI: 10.1787/5kghtchwb3nn-en
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of Germany 2010 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264113800
    Language: English
    Pages: Online-Ressource (74 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Parallel Title: Parallelausg. OECD-Studien zur Berufsbildung ; Lernen für die Arbeitswelt Studie über Deutschland 2010
    Parallel Title: Parallelausg. OECD-Studien zur Berufsbildung : Lernen für die Arbeitswelt Studie über Deutschland 2010
    Keywords: Education ; Germany
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. Germany has a very well developed and widely respected VET system with a strong dual component integrating learning in schools and workplace training. VET policy, design and delivery are strongly supported by social partner engagement and institutionalised VET research capacity. At the same time the German system confronts several challenges: the transition system is costly and suffers from undue fragmentation; more attention could be placed on adequate career guidance and basic skills provision; assessment is dominated by the Chamber exam; and only very few VET graduates take up university studies despite reforms to open access considerably. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264113800-en
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  • 27
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    Lessons from PISA for Mexico (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264107243
    Language: English
    Pages: Online-Ressource (66 p.) , ill.
    Series Statement: Strong Performers and Successful Reformers in Education
    Parallel Title: Parallelausg. Sistemas fuertes y reformadores exitosos en la educación; Lecciones de PISA para México
    Parallel Title: Parallelausg. Sistemas fuertes y reformadores exitosos en la educación: Lecciones de PISA para México
    Keywords: Education ; Mexico
    Abstract: This report presents a summary of the trends in Mexico’s performance in the Programme for International Student Assessment (PISA) and considers them in relation to the PISA target established by the Mexican government. Trends regarding access to education by 15-year-olds and equity as indicated by the impact of socio-economic background on students’ performance are also examined. The report shows that the performance gains that Mexico has achieved since Mexico’s President Calderón established the PISA performance target have been significant and Mexico seems well on track to meet its 2012 target. In addition, the report reviews Mexico’s performance compared to other countries in the OECD, the G20, and to similar economies to also highlight that improvement is still needed. Based on a comparison of performance between Mexican schools, the report also shows that relatively higher performance is not dictated by socio-economic background. The report concludes by drawing together evidence from PISA and an examination of a selection of today’s highest performing education systems in order to provide a long-term perspective for educational improvement in Mexico.
    DOI: 10.1787/9789264107243-en
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  • 28
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    What Can Parents Do to Help Their Children Succeed in School? (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PISA in Focus no.10
    Parallel Title: Parallelausg. Réussite scolaire : Comment les parents peuvent-ils aider leurs enfants ?
    Keywords: Education
    Abstract: Most parents know, instinctively, that spending more time with their children and being actively involved in their education will give their children a good head-start in life. But as many parents have to juggle competing demands at work and at home, there never seems to be enough time. Often, too, parents are reluctant to offer to help their children with school work because they feel they lack some of the skills that would make a difference to their children’s success in school...
    DOI: 10.1787/5k9h362jdgnq-en
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of Australia 2008 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264113596
    Language: English
    Pages: Online-Ressource (62 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education ; Australia
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. The Australian VET system has many strengths including strong engagement of employers, a well established national qualification system, extensive VET data and research. The system is flexible and allows for a fair degree of local autonomy and experimentation. But at the same time there are a number of challenges, including a lack of clarity and potentially duplication in the respective roles of Commonwealth, states and territories in planning and delivering VET, a lack of clear and simple rules for entitlement to funding, difficulties in providing a reliable foundation in skills forecasts, some gaps in the data base, somewhat complicated and cumbersome training packages and an ageing teacher and trainer workforce. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264113596-en
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of the Czech Republic 2010 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264113756
    Language: English
    Pages: Online-Ressource (69 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education ; Czech Republic
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. The Czech Republic has done much to improve its VET system through the introduction of a new qualification system and a national standardised exam in apprenticeship programmes, among other initiatives. The Czech VET system is supported by an impressive date base on labour market outcomes of education and training. At the same time, the general skills of apprenticeship graduates are poor and their situation in the labour market is fragile. Students also need better information about career choices, and the provision of workplace training is highly variable. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264113756-en
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    Improving Performance: Leading from the Bottom (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PISA in Focus no.2
    Parallel Title: Parallelausg. Amélioration des performances : Et si la réussite venait d'en bas ?
    Keywords: Education
    Abstract: Since the PISA 2000 and 2009 surveys both focused on reading, one can track in detail how student reading performance has changed over that period. Among the 26 OECD countries with comparable results in both assessments, Chile, Germany, Hungary, Israel, Korea, Poland, Portugal, and the partner countries Albania, Brazil, Indonesia, Latvia, Liechtenstein and Peru all show overall improvements in reading performance. The fact that such a diverse group of countries succeeded in raising the level of their students’ performance in reading indicates that improvement is possible regardless of a country’s cultural context or where it starts out from. For example, Korea was already among the best-performing countries in 2000 and it improved further by 2009, Poland moved from below the OECD average to above it, and Chile rose from a relatively low performance rank to one that is much closer to that of other OECD countries...
    DOI: 10.1787/5k9h362shtlr-en
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    Quality Time for Students: Learning In and Out of School (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264087057
    Language: English
    Pages: Online-Ressource (272 p.)
    Series Statement: PISA
    Keywords: Education
    Abstract: At a time when OECD and partner countries are trying to figure out how to reduce burgeoning debt and make the most of shrinking public budgets, spending on education is an obvious target for scrutiny. Education officials, teachers, policy makers, parents and students struggle to determine the merits of shorter or longer school days or school years, how much time should be allotted to various subjects, and the usefulness of after-school lessons and independent study. This report focuses on how students use learning time, both in and out of school. What are the ideal conditions to ensure that students use their learning time efficiently? What can schools do to maximise the learning that occurs during the limited amount of time students spend in class? In what kinds of lessons does learning time reap the most benefits? And how can this be determined? The report draws on data from the 2006 cycle of the Programme of International Student Assessment (PISA) to describe differences across and within countries in how much time students spend studying different subjects, how much time they spend in different types of learning activities, how they allocate their learning time and how they perform academically.
    DOI: 10.1787/9789264087057-en
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of Belgium Flanders 2010 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264113718
    Language: English
    Pages: Online-Ressource (76 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education ; Belgium
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. The Flemish VET system has a good range of vocational options at different levels. The system is underpinned by strong academic standards reflected in the performance of 15-year-olds and compulsory education up to age 18. Commendable attention is given to entrepreneurial training. Policy development is dynamic and evidence is used extensively in reforms. At the same time the system faces a number of challenges, including early tracking, weaknesses in literacy and numeracy skills among some students, and too many unqualified school leavers. The use of workplace training is very variable, and some training provision inadequately reflects labour market needs. The quality of career guidance in compulsory education could also usefully be improved. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264113718-en
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of Ireland 2010 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264113848
    Language: English
    Pages: Online-Ressource (76 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education ; Ireland
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. Ireland has a wide range of VET provision targeted at different client groups. The national qualifications framework is comprehensive and includes a strong commitment to the avoidance of dead-ends and pathways of progression. At the same time, the economic crisis is making intense demands on the Irish VET system, particularly on the apprenticeship system, which focuses on a narrow set of occupations. Weak literacy and numeracy are serious problems for many learners, and many of those looking after VET students, in particular those in companies, lack pedagogical training. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264113848-en
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  • 35
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    Has Discipline in School Deteriorated? (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PISA in Focus no.4
    Parallel Title: Parallelausg. La discipline en classe s'est-elle détériorée ?
    Keywords: Education
    Abstract: Classrooms and schools with more disciplinary problems are less conducive to learning, since teachers have to spend more time creating an orderly environment before instruction can begin. Interruptions in the classroom disrupt students’ concentration on, and their engagement in, their lessons. Results from PISA 2009 show that disciplinary climate is strongly associated with student performance. Students who reported that their reading lessons are often interrupted perform less well than students who reported that there are few or no interruptions in class. Popular belief has it that every successive crop of students is less disciplined than the one before it, and that teachers are losing control over their classes. But popular belief has it wrong: according to data gathered in PISA 2009, the majority of students in OECD countries enjoy orderly classrooms, and between 2000 and 2009, discipline in school did not deteriorate – in fact, in most countries it improved...
    DOI: 10.1787/5k9h362q5ng4-en
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of Hungary 2008 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264113824
    Language: English
    Pages: Online-Ressource (68 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education ; Hungary
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. Since 1989, Hungary has made significant efforts to restructure its VET system and it now has many strengths, including a strong national qualifications framework. But there are significant challenges, including weak links between VET and the labour market, early tracking and multiple selection mechanisms in the school system, and the low status of VET. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264113824-en
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  • 37
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    A Tuning-AHELO Conceptual Framework of Expected Desired/Learning Outcomes in Engineering (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 55 p. , 21 x 29.7cm
    Series Statement: OECD Education Working Papers no.60
    Keywords: Education
    Abstract: The OECD Secretariat, at the invitation of the AHELO Group of National Experts, contracted the Tuning Association to undertake initial development work on learning outcomes to be used for valid and reliable assessments of students from diverse institutions and countries. The two disciplines selected for the AEHLO Feasibility Study are engineering and economics. Following the Tuning approach, academics from various regions and countries in the world reached consensus on definitions of expected learning outcomes for bachelor’s-type programmes in both disciplines. This Working Paper presents the outcomes of their work for the engineering discipline. Members of the Engineering Tuning-AHELO working group defined general learning outcomes for all engineering programmes supplemented by branch specifications for the fields of mechanical, electrical and civil engineering, taking into account different degree profiles and relevant occupations. In addition to the agreed upon learning outcomes, the paper presents an overview of the field of engineering, the typical degrees and engineering occupations associated to the first and second cycle degrees. The paper also discusses the role of learning outcomes and presents the approach used to defining them. A comparative summary of some of the most influential learning outcomes frameworks in the engineering field is also provided.
    DOI: 10.1787/5kghtchn8mbn-en
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    Does Investing in After-School Classes Pay Off? (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PISA in Focus no.3
    Parallel Title: Parallelausg. Faut-il investir dans les cours de soutien après la classe ?
    Keywords: Education
    Abstract: With all the competition to get into the right universities to secure the best jobs, secondary school students are often encouraged to take after-school classes in subjects already taught in school to help them improve their performance – even if that means forsaking other fun and interesting ways of spending after-school hours, such as playing sports, taking music lessons or volunteering at a local community centre or hospital. Students in the OECD area spend an average of nearly two-and-a-half hours per week in after-school lessons. In Greece, Israel, Korea, Turkey and the partner countries Azerbaijan, Kyrgyzstan, Qatar and Tunisia, students spend over four-and-a-half hours per week in such classes. Does that investment in after-school classes pay off?...
    DOI: 10.1787/5k9h362rftmq-en
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  • 39
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of Chile 2009 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264113725
    Language: English
    Pages: Online-Ressource (58 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education ; Chile
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. The government’s commitment to develop and reform the VET system is illustrated by the recent work of the VET Commission and the creation of the National Council for VET. Chilean society places a high value on education and training, with fast-increasing participation in post-compulsory education. At the same time, the various elements of the VET system are weakly connected to each other, the literacy and numeracy skills of 15 year olds in Chile are not as good as they should be, and workplace training, as part of VET programmes, is weakly developed. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264113725-en
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  • 40
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of China 2010 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264113749
    Language: English
    Pages: Online-Ressource (47 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education ; China, People’s Republic
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. This special report looks at the system in China. China’s education system has made dramatic advances: almost all children in China now complete lower secondary education. Around three quarters continue into upper secondary schools, with fast increasing numbers in tertiary education. At upper secondary level about half the cohort enter vocational schools – more than 20 million students. At the same time the system faces significant challenges. The government is seeking to make the system accessible to all students – by removing the fees barrier, ensuring minimum quality standards in all vocational schools, and in providing adequate high quality workplace training opportunities. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264113749-en
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  • 41
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    How Are School Systems Adapting to Increasing Numbers of Immigrant Students? (2011)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PISA in Focus no.11
    Parallel Title: Parallelausg. Quelle est la réponse des systèmes d'éducation face à l'effectif croissant d'élèves issus de l'immigration ?
    Keywords: Education
    Abstract: Whether in flight from conflict, with the hope of building a better life, or to seize a social or economic opportunity, people have been crossing borders for as long as there have been borders to cross. Modern means of transportation and communication, the globalisation of the labour market, and the ageing of populations in OECD countries will drive migration well into the next decades. The key to maintaining social cohesion during these population movements is to integrate immigrants and their families well into their adopted countries; and education can be a powerful lever to achieve this.
    DOI: 10.1787/5k9h362hs646-en
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  • 42
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    OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of Korea 2009 (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264113879
    Language: English
    Pages: Online-Ressource (60 p.) , ill.
    Series Statement: OECD Reviews of Vocational Education and Training
    Keywords: Education ; Korea, Republic of
    Abstract: Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. The Korean VET system is part of a system of education which has achieved huge advances in a very short time; school results and educational attainment levels are now among the highest in OECD countries. At the same time, the rapidity of change has presented the Korean VET system with some significant challenges, including weak involvement of industry in VET, lack of quality standards for workplace training, weak linkages between VET degree and national technical qualifications and lack of practical work experience among VET teachers. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
    DOI: 10.1787/9789264113879-en
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  • 43
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    Literacy for Life : Further Results from the Adult Literacy and Life Skills Survey (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264091269
    Language: English
    Pages: Online-Ressource (292 p.) , ill.
    Parallel Title: Parallelausg. La littératie, un atout pour la vie ; Version préliminaire; Nouveaux résultats de l'Enquête sur la littératie et les compétences des adultes
    Parallel Title: Parallelausg. La littératie, un atout pour la vie : Version préliminaire: Nouveaux résultats de l'Enquête sur la littératie et les compétences des adultes
    Keywords: Education ; Social Issues/Migration/Health
    Abstract: Literacy for Life is the second report from the Adult Literacy and Life Skills Survey. It presents additional results on the nature and magnitude of the literacy gaps faced by OECD countries and how these gaps have evolved over the medium term. It offers new insights into the factors that influence the formation of adult skills in various settings – at home and at work – for the eleven countries participating in the first and last round of data collection between 2003 and 2008. The study offers comparative evidence on the impact of various factors on the supply of skill. The study offers a special focus on numeracy skills and problem solving skills. It explores the relationships between numeracy and key socio-demographic factors as well as labour market outcomes and earnings. It highlights the importance of problem solving skills by defining this foundational skill and by exploring its determinants as well as its relative role in influencing important labour market outcomes. The report offers also an analysis of performance across multiple skill domains. It investigates the skill profiles of various population groups defined in terms of the demographic and socioeconomic characteristics of those who score at levels deemed to be low in one or more skill domains and explores the resulting consequences. The report concludes by investigating the issue of skill mismatch in the labour market and its relationship to adult learning. The extent and distribution of mismatch between the day-to-day literacy related requirements of workers and the literacy skills they have obtained is an important issue that is being explored in this study.
    DOI: 10.1787/9789264091269-en
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    Establishing a Framework for Evaluation and Teacher Incentives : Considerations for Mexico (2011)
    Paris : OECD Publishing
    Details
    ISBN: 9789264094406
    Language: English
    Pages: Online-Ressource (124 p.)
    Parallel Title: Parallelausg. Establecimiento de un marco para la evaluación e incentivos docentes ; Consideraciones para México
    Parallel Title: Parallelausg. Establecimiento de un marco para la evaluación e incentivos docentes : Consideraciones para México
    Parallel Title: Erscheint auch als Establishing a framework for evaluation and teacher incentives
    DDC: 371.161
    Keywords: Bildung ; Bildungsabschluss ; Bildungspolitik ; Lehrkräfte ; Mexiko ; Education ; Mexico
    Abstract: Countries with underperforming education systems are recognising that effective reform is vital. But what types of programmes are likely to be effective, and how can they be implemented given local norms and conditions? This report focuses on evaluation, assessment and teacher incentives and attempts to answer these important questions for Mexico and, by extension, other OECD member and partner countries. A public policy framework for education reform is first presented, followed by specifics on evaluation systems, student assessment instruments, school value-added considerations, and teacher evaluation and incentive plans. Dozens of policy findings and recommendations follow each of the six core chapters, including six key policy dimensions of effective education reform and an 11-step plan for improving teacher evaluation and incentives.
    DOI: 10.1787/9789264094406-en
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  • 45
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    The High Cost of Low Educational Performance : The Long-run Economic Impact of Improving PISA Outcomes (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264077485
    Language: English
    Pages: Online-Ressource (56 p)
    Series Statement: PISA
    Parallel Title: Parallelausg. Le coût élevé des faibles performances éducatives ; Impact économique à long terme d'une amélioration des résultats au PISA
    Parallel Title: Parallelausg. Le coût élevé des faibles performances éducatives : Impact économique à long terme d'une amélioration des résultats au PISA
    Keywords: Education
    Abstract: This report uses recent economic modelling to relate cognitive skills – as measured by PISA and other international instruments – to economic growth, demonstrating that relatively small improvements to labour force skills can largely impact the future well-being of a nation. The report also shows that it is the quality of learning outcomes, not the length of schooling, which makes the difference. A modest goal of all OECD countries boosting their average PISA scores by 25 points over the next 20 years would increase OECD gross domestic product by USD 115 trillion over the lifetime of the generation born in 2010. More aggressive goals could result in gains in the order of USD 260 trillion.
    DOI: 10.1787/9789264077485-en
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  • 46
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    Improving Health and Social Cohesion through Education (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264086319
    Language: English
    Pages: Online-Ressource (220 p.)
    Series Statement: Educational Research and Innovation
    Parallel Title: Druckausg.
    Parallel Title: Parallelausg. L'éducation, un levier pour améliorer la santé et la cohésion sociale
    Keywords: Education ; Social Issues/Migration/Health ; Gesundheitspolitik ; Gesundheitserziehung
    Abstract: Today’s global policy climate underlines the importance of better addressing non-economic dimensions of well-being and social progress such as health, social engagement, political interest and crime. Education plays an important role in shaping indicators of progress. However, we understand little about the causal effects, the causal pathways, the role of contexts and the relative impacts that different educational interventions have on social outcomes. This report addresses challenges in assessing the social outcomes of learning by providing a synthesis of the existing evidence, original data analyses and policy discussions. The report finds that education has the potential to promote health as well as civic and social engagement. Education may reduce inequalities by fostering cognitive, social and emotional skills and promoting healthy lifestyles, participatory practices and norms. These efforts are most likely to be successful when family and community environments are aligned with the efforts made in educational institutions. This calls for ensuring policy coherence across sectors and stages of education.
    DOI: 10.1787/9789264086319-en
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  • 47
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    Higher Education in Regional and City Development: Bío Bío Region, Chile 2010 (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264088931
    Language: English
    Pages: Online-Ressource (160 p.) , ill.
    Series Statement: Higher Education in Regional and City Development
    Parallel Title: Parallelausg. Educación Superior en el Desarrollo Regional y Urbano; La Región del Bío-Bío, Chile 2010
    Parallel Title: Parallelausg. Educación Superior en el Desarrollo Regional y Urbano: La Región del Bío-Bío, Chile 2010
    Keywords: Education ; Urban, Rural and Regional Development ; Chile
    Abstract: The Bío Bío Region has pioneered regional development in Chile. It has a high concentration of higher education and research activity. Its universities and other higher education institutions have made significant progress in widening access to education. But challenges remain: the Bío Bío Region continues to suffer from brain drain as well as higher than average unemployment and poverty rates. How can the Bío Bío Region promote new business formation and the development of the existing small and medium-sized companies? What incentives are needed to improve higher education institutions’ regional and local orientation? How can higher education institutions move from knowledge generation towards knowledge transfer? This joint OECD and World Bank review explores a range of helpful policy measures and institutional reforms to mobilise higher education for the development of the Bío Bío Region. It is part of the series of the OECD reviews of Higher Education in Regional and City Development. These reviews help mobilise higher education institutions for economic, social and cultural development of cities and regions. They analyse how the higher education system impacts upon regional and local development and bring together universities, other higher education institutions and public and private agencies to identify strategic goals and to work towards them.
    DOI: 10.1787/9789264088931-en
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  • 48
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    Pathways to Success : How Knowledge and Skills at Age 15 Shape Future Lives in Canada (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264081925
    Language: English
    Pages: Online-Ressource (128 p.)
    Series Statement: PISA
    Keywords: Education ; Canada
    Abstract: Presents the findings of Canada's Youth in Transition Survey, which complements OECD's PISA survey and offers significant new policy insights in understanding students’ choices at different ages and the impact of these decisions on consequent education and labour market outcomes. YITS is a longitudinal study that tracks 30 000 Canadian students who took part in the PISA 2000 assessment and, with interviews every two years, follows their progress from secondary school into higher education and the labour market.
    DOI: 10.1787/9789264081925-en
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  • 49
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    Higher Education in Regional and City Development: Berlin, Germany 2010 (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264089846
    Language: English
    Pages: Online-Ressource (191 p.) , ill.
    Series Statement: Higher Education in Regional and City Development
    Keywords: Education ; Urban, Rural and Regional Development ; Germany
    Abstract: Berlin is a creative city attracting talent from around the world. The Berlin Senate has made great strides in developing innovation as a pillar of its economy. But challenges remain: there is long-term unemployment, a low absorptive capacity in small and medium-sized enterprises and a large migrant population that lags behind in educational and labour market outcomes. How can Berlin’s higher education institutions capitalise on their long tradition of professionally relevant learning and research to transform social, economic and environmental challenges into assets and opportunities? What incentives are needed to improve higher education institutions´ regional and local orientation? This publication explores a range of helpful policy measures and institutional reforms to mobilise higher education for Berlin’s development. It is part of the series of the OECD reviews of Higher Education in Regional and City Development. These reviews help mobilise higher education institutions for economic, social and cultural development of cities and regions. They analyse how the higher education system impacts upon regional and local development and bring together universities, other higher education institutions and public and private agencies to identify strategic goals and to work towards them.
    DOI: 10.1787/9789264089846-en
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  • 50
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    Mathematics Teaching and Learning Strategies in PISA (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264039520
    Language: English
    Pages: Online-Ressource (176 p.)
    Series Statement: PISA
    Keywords: Education
    Abstract: Mathematics Teaching and Learning Strategies in PISA uses data from the PISA 2003 assessment to examine the relationships between teaching strategies, student learning strategies and mathematics achievement. The report aims to identify instructional practices and learning strategies that contribute to increased achievement in mathematics and general knowledge. It then explains how these strategies may be related to different countries’ school system structures. This report offers policy insights and stimulates new research to complement and further develop the recent OECD Teaching and Learning International Survey (TALIS) and the upcoming PISA 2012 assessment, which will again focus on mathematics. In addition, this report may be of interest to teachers, educators and officials within national and local educational authorities responsible for the professional development of teachers or for programme development, as well as members of school boards and parent advisory bodies.
    DOI: 10.1787/9789264039520-en
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  • 51
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    Inspired by Technology, Driven by Pedagogy : A Systemic Approach to Technology-Based School Innovations (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264094437
    Language: English
    Pages: Online-Ressource (160 p.)
    Series Statement: Educational Research and Innovation
    Parallel Title: Druckausg.
    RVK:
    DI 4000
    RVK:
    DP 2600
    Keywords: Education ; Science and Technology ; Schule ; Neue Technologie ; Strukturwandel
    Abstract: This report highlights key issues to facilitate understanding of how a systemic approach to technology-based school innovations can contribute to quality education for all while promoting a more equal and effective education system. It focuses on the novel concept of systemic innovation, as well as presenting the emerging opportunities to generate innovations that stem from Web 2.0 and the important investments and efforts that have gone into the development and promotion of digital resources. It also shows alternative ways to monitor, assess and scale up technology-based innovations. Some country cases, as well as fresh and alternative research frameworks, are presented.
    DOI: 10.1787/9789264094437-en
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  • 52
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    Reviews of National Policies for Education: Santa Catarina State, Brazil 2010 (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264091344
    Language: English
    Pages: Online-Ressource (356 p.)
    Series Statement: Reviews of National Policies for Education
    Parallel Title: Druckausg.
    Parallel Title: Parallelausg. Avaliações de Políticas Nacionais de Educação; Estado de Santa Catarina, Brasil
    Parallel Title: Parallelausg. Avaliações de Políticas Nacionais de Educação: Estado de Santa Catarina, Brasil
    Parallel Title: Erscheint auch als Santa Catarina State, Brazil
    Keywords: Bildungspolitik ; Santa Catarina ; Education ; Brazil ; Santa Catarina ; Bildungspolitik ; Bildungswesen
    Abstract: Education is a central priority for the State of Santa Catarina. Its policy makers are firmly committed to provide a relevant and efficient education system that responds to the requirements of the global economy and will allow the state to be competitive, both nationally and internationally . This OECD review gives a brief overview of education in Santa Catarina and its development. It presents an analysis of the system from pre-school to tertiary education and lifelong learning, and identifies key directions for policy reform in light of the challenges encountered by officials, communities, enterprises, educators, parents and students. It concludes with a set of key recommendations concerning the structure of the system and its labour market relevance; access and equity; governance and management; research, development and innovation; internationalisation; and financing.
    DOI: 10.1787/9789264091344-en
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    Reviews of National Policies for Education: Kazakhstan, Kyrgyz Republic and Tajikistan 2009 : Students with Special Needs and those with Disabilities (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264073210
    Language: English
    Pages: Online-Ressource (251 p.)
    Series Statement: Reviews of National Policies for Education
    Parallel Title: Parallelausg. Reviews of National Policies for Education; Kazakhstan, Kyrgyz Republic and Tajikistan 2009; Students with Special Needs and those with Disabilities (Russian version)
    Parallel Title: Parallelausg. Reviews of National Policies for Education: Kazakhstan, Kyrgyz Republic and Tajikistan 2009: Students with Special Needs and those with Disabilities (Russian version)
    Keywords: Education ; Kazakhstan ; Kyrgyzstan ; Tajikistan
    Abstract: This OECD publication reviews the current state of education policies for children with special education needs and those with disabilities in Kazakhstan, the Kyrgyz Republic, and Tajikistan. It offers an overview of the respective country backgrounds, education systems and relevant legislation, and takes a critical look at access to education for what is considered to be the most vulnerable group of children in the countries reviewed. Particular attention is paid to inclusive education policies, to the processes of identification and assessment, to overall policy co-ordination for the provision of education services, to integration in mainstream education, as well as to good practices and the role of NGOs and the donor community.
    DOI: 10.1787/9789264073210-en
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    Learning Mathematics for Life : A Perspective from PISA (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264075009
    Language: English
    Pages: Online-Ressource (246 p.)
    Series Statement: PISA
    Keywords: Education
    Abstract: People from many countries have expressed interest in the tests students take for the Programme for International Student Assessment (PISA). Learning Mathematics for Life examines the link between the PISA test requirements and student performance. It focuses specifically on the proportions of students who answer questions correctly across a range of difficulty. The questions are classified by content, competencies, context and format, and the connections between these and student performance are then analysed. This analysis has been carried out in an effort to link PISA results to curricular programmes and structures in participating countries and economies. Results from the student assessment reflect differences in country performance in terms of the test questions. These findings are important for curriculum planners, policy makers and in particular teachers – especially mathematics teachers of intermediate and lower secondary school classes.
    DOI: 10.1787/9789264075009-en
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    PISA Computer-Based Assessment of Student Skills in Science (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264082038
    Language: English
    Pages: Online-Ressource (132 p.)
    Series Statement: PISA
    Keywords: Education ; Science and Technology
    Abstract: This report documents the initial step towards an electronically-delivered Programme for International Student Assessment (PISA) test pioneered by Denmark, Iceland and Korea. In 2006, the PISA assessment of science included for the first time a computer-based test. The results discussed in this report highlight numerous challenges and encourage countries to take the work further. PISA Computer-Based Assessment of Student Skills in Science describes how the 2006 survey was administered, presents 15-year-olds’ achievement scores in science and explains the impact of information communication technologies on both males’ and females’ science skills. While males outperformed females on the computer-based test in all three countries, females in Iceland and males in Denmark performed better than their counterparts on the paper-and-pencil test. The evidence shows that, overall, males are more confident and use computers more frequently. While females tend to use the Internet more for social networking activities, males tend to browse the Internet, play games and download software. Readers will also learn how students reacted to the electronic questionnaire and how it compared with pencil-and-paper tests. In general, there were no group differences across test methods buts students enjoyed the computer-based test more than the paper-and-pencil test.
    DOI: 10.1787/9789264082038-en
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  • 56
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    Reviews of National Policies for Education: Kyrgyz Republic 2010 : Lessons from PISA (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264088757
    Language: English
    Pages: Online-Ressource (368 p.)
    Series Statement: Reviews of National Policies for Education
    Parallel Title: Parallelausg. Reviews of National Policies for Education; Kyrgyz Republic 2010; Lessons from PISA (Russian version)
    Parallel Title: Parallelausg. Reviews of National Policies for Education: Kyrgyz Republic 2010: Lessons from PISA (Russian version)
    Parallel Title: Erscheint auch als Kyrgyz Republic 2010
    RVK:
    DI 1009
    Keywords: Bildungspolitik ; Kirgisistan ; Education ; Kyrgyzstan ; Kirgisien ; Bildungssystem ; Bildungspolitik
    Abstract: The Programme for International Student Assessment (PISA) is a highly influential instrument for monitoring the quality of education systems and provides a strong evidence base for informed policy making and education research. PISA also has a proven potential to trigger reforms and stimulate stakeholder involvement in the process. Notwithstanding the importance of its ranking, the full strength of PISA unfolds when data it delivers is utilised in the national policy domain. Linking PISA outcomes and policy choices, and monitoring the impact on education quality is thereby a demanding task, which requires sound analytical capacity, and also knowledge of the strengths and weaknesses of the respective education system. The OECD Directorate for Education addresses the demand of non-member economies for policy support in understanding and analysing PISA data in the broader context of education system management and policy formulation. This report explains the reasons for the dramatically low performance of Kyrgyz students in the 2006 PISA survey, despite significant resources and efforts invested in education by schools, parents and government. The report reveals that a number of policy areas are in need of urgent attention and recommends ways to close the currently existing gap between aspirations and education reform achievement.
    DOI: 10.1787/9789264088757-en
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    PISA 2009 Results: Overcoming Social Background : Equity in Learning Opportunities and Outcomes (Volume II) (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264091504
    Language: English
    Pages: Online-Ressource (224 p.)
    Series Statement: PISA
    Parallel Title: Parallelausg. Résultats du PISA 2009 ; Surmonter le milieu social ; L'égalité des chances et l'équité du rendement de l'apprentissage (Volume II)
    Parallel Title: Parallelausg. PISA 2009; Potenziale nutzen und Chancengerechtigkeit sichern
    Parallel Title: Parallelausg. Résultats du PISA 2009 : Surmonter le milieu social : L'égalité des chances et l'équité du rendement de l'apprentissage (Volume II)
    Parallel Title: Parallelausg. PISA 2009: Potenziale nutzen und Chancengerechtigkeit sichern
    Keywords: Education
    Abstract: Volume II of PISA's 2009 results looks at how successful education systems moderate the impact of social background and immigrant status on student and school performance. The volume opens with an introduction to PISA and a Reader's Guide providing information that will help readers understand the data. Chapter 1 focuses on the magnitude of differences in student performance across countries and the extent to which these differences relate to socio-economic background. Chapter 2 examines the extent to which students and schools with different socio-economic backgrounds have access to similar educational resources, and the impact of background and school on learning outcomes. Chapter 3 examines the relationship between student performance and different aspects of socio-economic background. Chapter 4 compares the performance of students with an immigrant background with the performance of other students. Chapter 5 analyses the impact of socio-economic background of schools on reading performance. The final chapter examines policy implications of the findings. Annexes provide detailed statistical data and technical information.
    DOI: 10.1787/9789264091504-en
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    PISA 2009 Results: Learning Trends : Changes in Student Performance Since 2000 (Volume V) (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264091580
    Language: English
    Pages: Online-Ressource (210 p.)
    Series Statement: PISA
    Parallel Title: Parallelausg. Résultats du PISA 2009 ; Tendances dans l'apprentissage ; L'évolution de la performance des élèves depuis 2000 (Volume V)
    Parallel Title: Parallelausg. PISA 2009 Ergebnisse; Lernfortschritte im globalen Wettbewerb; Veränderungen bei den Schülerleistungen seit 2000 (Band 5)
    Parallel Title: Parallelausg. Résultats du PISA 2009 : Tendances dans l'apprentissage : L'évolution de la performance des élèves depuis 2000 (Volume V)
    Parallel Title: Parallelausg. PISA 2009 Ergebnisse: Lernfortschritte im globalen Wettbewerb: Veränderungen bei den Schülerleistungen seit 2000 (Band 5)
    Keywords: Education
    Abstract: This volume of PISA 2009 results looks at the progress countries have made in raising student performance and improving equity in the distribution of learning opportunities. Following an Introduction to PISA and a Reader's Guide helping users interpret the data, Chapter 1 summarises overall performance over time. Chapter 2 looks at trends in reading. Chapter 3 looks at trends in mathematics and science. Chapter 4 examines trends in equity. Chapter 5 explores trends in attitudes and student-school relations. The final chapter analyzes implications for policy. Annexes provide techical background and tables of results.
    DOI: 10.1787/9789264091580-en
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    PISA 2009 Results: What Makes a School Successful? : Resources, Policies and Practices (Volume IV) (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264091559
    Language: English
    Pages: Online-Ressource (306 p.)
    Series Statement: PISA
    Parallel Title: Parallelausg. Résultats du PISA 2009 ; Les clés de la réussite des établissements d'enseignement ; Ressources, politiques et pratiques (Volume IV)
    Parallel Title: Parallelausg. PISA 2009 Ergebnisse; Was macht eine Schule erfolgreich? Lernumfeld und schulische Organisation in PISA (Band 4)
    Parallel Title: Parallelausg. Résultats du PISA 2009 : Les clés de la réussite des établissements d'enseignement : Ressources, politiques et pratiques (Volume IV)
    Parallel Title: Parallelausg. PISA 2009 Ergebnisse: Was macht eine Schule erfolgreich? Lernumfeld und schulische Organisation in PISA (Band 4)
    Keywords: Education
    Abstract: This volume of PISA 2009 results examines how human, financial and material resources, and education policies and practices shape learning outcomes. Following an introduction to PISA and a Reader's Guide explaining how to interpret the data, Chapter 1 presents a summary of features shared by "successful" school systems. Chapter 2 details how resources, policies and practices relate to student performance. Chapter 3 provides detailed descriptions and in-depth analyses of selected organisational features (how students are sorted into grades, schools, and programmes, school autonomy, etc.) of schools and systems and how those aspects affect performance. Chapter 4 describes and analyzes key aspects of the learning environment (behaviours, discipline, parental involvement, school leadership, etc.) and how they affect performance. The final chapter discusses the policy implications of the findings. Annexes provides detailed statistical data and technical background.
    DOI: 10.1787/9789264091559-en
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    Performance-based Funding for Public Research in Tertiary Education Institutions : Workshop Proceedings (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264094611
    Language: English
    Pages: Online-Ressource (188 p.)
    Keywords: Education ; Governance ; Science and Technology
    Abstract: Governments are seeking to channel research funds into universities and other institutions in ways that support high-quality research in strategically important areas and bolster effective knowledge diffusion. These issues of steering and funding have even more relevance in light of the current financial crisis and economic downturn which have seen severe fiscal pressures fall on many countries. This publication presents a collection of papers presented at an OECD workshop on performance-based funding of public research in tertiary education institutions. It takes stock of current thinking and practice around performance-based funding of public research in tertiary education institutions, as a tool to help governments meet their research goals. These funding models are essentially systems of ex-post evaluation of research outputs and outcomes from universities and other tertiary institutions, and are generally based on peer review, bibliometric or other quantitative indicators. Their results are used to inform government decisions about how much and which institutions to fund.
    DOI: 10.1787/9789264094611-en
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    Assessing the Effects of ICT in Education : Indicators, Criteria and Benchmarks for International Comparisons (2010)
    Ispra (VA) : Joint Research Centre- European Commission
    Details
    ISBN: 9789264079786
    Language: English
    Pages: Online-Ressource (217 p)
    Keywords: Education
    Abstract: Despite the fact that education systems have been heavily investing in technology since the early 1980s, international indicators on technology uptake and use in education are missing. This book aims to provide a basis for the design of frameworks, the identification of indicators and existing data sources, as well as gaps in areas needing further research. The contributions stem from an international expert meeting in April 2009 organised by the Centre for Research on Lifelong Learning, in co-operation with OECD (CERI), on benchmarking technology use and effects in education. The contributions clearly demonstrate the need to develop a consensus around approaches, indicators and methodologies. The book is organised around four blocks: contexts of ICT impact assessment in education, state-of-the-art ICT impact assessment, conceptual frameworks and case studies.
    DOI: 10.1787/9789264079786-en
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    PISA 2009 Results: What Students Know and Can Do : Student Performance in Reading, Mathematics and Science (Volume I) (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264091450
    Language: English
    Pages: Online-Ressource (276 p.)
    Series Statement: PISA
    Parallel Title: Parallelausg. Résultats du PISA 2009 ; Savoirs et savoir-faire des élèves ; Performance des élèves en compréhension de l'écrit, en mathématiques et en sciences (Volume I)
    Parallel Title: Parallelausg. PISA 2009 Ergebnisse; Was Schülerinnen und Schüler wissen und können; Schülerleistungen in Lesekompetenz, Mathematik und Naturwissenschaften (Band 1)
    Parallel Title: Parallelausg. Informe PISA 2009; Lo que los estudiantes saben y pueden hacer ; Rendimiento de los estudiantes en lectura, matemáticas y ciencias
    Parallel Title: Parallelausg. Résultats du PISA 2009 : Savoirs et savoir-faire des élèves : Performance des élèves en compréhension de l'écrit, en mathématiques et en sciences (Volume I)
    Parallel Title: Parallelausg. PISA 2009 Ergebnisse: Was Schülerinnen und Schüler wissen und können: Schülerleistungen in Lesekompetenz, Mathematik und Naturwissenschaften (Band 1)
    Parallel Title: Parallelausg. Informe PISA 2009: Lo que los estudiantes saben y pueden hacer : Rendimiento de los estudiantes en lectura, matemáticas y ciencias
    Keywords: Education
    Abstract: This first volume of PISA 2009 survey results provides comparable data on 15-year-olds' performance on reading, mathematics and science across 65 countries. The volume opens with an introduction explaining what PISA is and how PISA 2009 is different from previous PISA surveys. The introduction also explains what PISA 2009 measures and how. A reader's guide provides information needed to interpret the data. Chapter 2 provides a summary of the findings related to performance in reading, the focus of the 2009 survey. Chapter 3 provides a summary of the findings related to performance in mathematics and science. A final chapter explores policy implications in five areas: low performance, pursuing excellence, strengths and weaknesses in different kinds of reading, student performance in math and science, and the potential to improve performance across the world. Annexes provide detailed statistical data and technical information.
    DOI: 10.1787/9789264091450-en
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    OECD Reviews of Migrant Education: Norway 2010 (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264084070
    Language: English
    Pages: Online-Ressource (76 p.)
    Series Statement: OECD Reviews of Migrant Education
    Keywords: Education ; Norway
    Abstract: By international standards, Norway has an inclusive education system. However, immigrant students, on average, have weaker education outcomes than their native peers at all levels of education. Norway is undertaking universal and targeted measures to improve the situation of immigrant students. There is scope to improve access to quality early childhood education and care, especially for immigrant children; enhance capacities of teachers and school leaders to be more responsive to the growing linguistic and cultural diversity of students; mainstream language support into curriculum, teacher education and research; provide more support in vocational education programmes such as technical language acquisition and career guidance; compensate for the gaps in learning environments at home through extending school hours, assisting with homework, providing mentors from immigrant backgrounds and supporting migrant parents; manage regional variations by strengthening accountability of schools and promoting knowledge sharing; and monitor progress and use formative evaluation at all levels.
    DOI: 10.1787/9789264084070-en
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  • 64
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    Top of the Class : High Performers in Science in PISA 2006 (2009)
    Paris : OECD Publishing
    Details
    ISBN: 9789264060777
    Language: English
    Pages: Online-Ressource (164 p.)
    Series Statement: PISA
    Parallel Title: Erscheint auch als Top of the class
    DDC: 371.262
    RVK:
    DO 1250
    Keywords: Education ; PISA-Studie ; OECD ; Naturwissenschaften ; Unterricht ; Qualität
    Abstract: The rapidly growing demand for highly skilled workers has led to a global competition for talent. While basic competencies are important for the absorption of new technologies, high-level skills are critical for the creation of new knowledge, technologies and innovation. The OECD’s Programme for International Student Assessment (PISA) has taken an innovative approach to examining educational excellence, by directly assessing students’ knowledge, skills and attitudes and exploring how these relate to the characteristics of individual students, schools and education systems. Based on PISA survey results, this report examines who the highest performing students are, what the characteristics of the schools they attend are, to what extent they engage in science related activities outside of school, what their motivations and attitudes towards science are, and what their career intentions are.
    DOI: 10.1787/9789264060777-en
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    PISA 2006 Technical Report (2009)
    Paris : OECD Publishing
    Details
    ISBN: 9789264048096
    Language: English
    Pages: Online-Ressource (420 p.)
    Series Statement: PISA
    Keywords: Education
    Abstract: The PISA 2006 Technical Report describes the methodology underlying the PISA 2006 survey. It examines additional features related to the implementation of the project at a level of detail that allows researchers to understand and replicate its analyses. The reader will find a wealth of information on the test and sample design, methodologies used to analyse the data, technical features of the project and quality control mechanisms.
    DOI: 10.1787/9789264048096-en
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  • 66
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    Green at Fifteen? : How 15-Year-Olds Perform in Environmental Science and Geoscience in PISA 2006 (2009)
    Paris : OECD Publishing
    Details
    ISBN: 9789264063600
    Language: English
    Pages: Online-Ressource (116 p.) , ill.
    Series Statement: PISA
    RVK:
    DO 1250
    Keywords: Education ; OECD ; PISA-Studie
    Abstract: The OECD’s PISA 2006 assessment of the science competencies of 15-year-olds offers the first comprehensive and internationally comparative knowledge base of students’ knowledge about the environment and environment-related issues. Green at Fifteen? presents an analysis of this knowledge base, including information on the sources of students’ awareness of environmental science, their attitudes towards the environment and how these attitudes interrelate with their performance in environmental science.
    DOI: 10.1787/9789264063600-en
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    OECD Reviews of Tertiary Education: Korea 2009 (2009)
    Paris : OECD Publishing
    Details
    ISBN: 9789264049055
    Language: English
    Pages: Online-Ressource (150 p.)
    Series Statement: OECD Reviews of Tertiary Education
    Keywords: Education ; Korea, Republic of
    Abstract: With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. This book provides an overview of Korea's tertiary education system, including an account of recent trends and developments, an analysis of strengths and challenges, and recommendations for future policy development.
    DOI: 10.1787/9789264049055-en
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    PISA Data Analysis Manual: SPSS, Second Edition (2009)
    Paris : OECD Publishing
    Details
    ISBN: 9789264056275
    Language: English
    Pages: Online-Ressource (475 p.)
    Edition: Second Edition
    Series Statement: PISA
    Keywords: Education ; Economics
    Abstract: The OECD Programme for International Student Assessment (PISA) surveys collected data on students’ performances in reading, mathematics and science, as well as contextual information on students’ background, home characteristics and school factors which could influence performance. This publication includes detailed information on how to analyse the PISA data, enabling researchers to both reproduce the initial results and to undertake further analyses. In addition to the inclusion of the necessary techniques, the manual also includes a detailed account of the PISA 2006 database and worked examples providing full syntax in SPSS®.
    DOI: 10.1787/9789264056275-en
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  • 69
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    PISA Data Analysis Manual: SAS, Second Edition (2009)
    Paris : OECD Publishing
    Details
    ISBN: 9789264056251
    Language: English
    Pages: Online-Ressource (467 p.)
    Edition: Second Edition
    Series Statement: PISA
    Keywords: Education ; Economics
    Abstract: The OECD Programme for International Student Assessment (PISA) surveys collected data on students’ performance in reading, mathematics and science, as well as contextual information on students’ background, home characteristics and school factors which could influence performance. This publication includes detailed information on how to analyse the PISA data, enabling researchers to both reproduce the initial results and to undertake further analyses. In addition to the inclusion of the necessary techniques, the manual also includes a detailed account of the PISA 2006 database. It also includes worked examples providing full syntax in SAS®.
    DOI: 10.1787/9789264056251-en
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  • 70
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    Equally prepared for life? : How 15-year-old boys and girls perform in school (2009)
    Paris : OECD Publishing
    Details
    ISBN: 9789264064072
    Language: English
    Pages: Online-Ressource (80 p.)
    Series Statement: PISA
    Keywords: Education
    Abstract: This report explores the educational performance and attitudes of males and females during childhood and adolescence. It opens with a general summary of gender differences measured outside of the PISA assessment programme and then considers the knowledge gained about gender-related issues from PISA 2000, PISA 2003 and PISA 2006 when reading, mathematics and science respectively were the major domains of assessment. Among the key findings: in reading in PISA 2000, females significantly outscored males in all countries; in mathematics in PISA 2003, males outscored females somewhat; in the combined science scale in PISA 2006, there was no overall significant difference observed between males and females. However, when examining the various science competencies, knowledge components and attitudes to science, there were some marked differences.
    DOI: 10.1787/9789264064072-en
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    Take the Test : Sample Questions from OECD's PISA Assessments (2009)
    Paris : OECD Publishing
    Details
    ISBN: 9789264050815
    Language: English
    Pages: Online-Ressource (318 p.)
    Series Statement: PISA
    Keywords: Education
    Abstract: What does PISA actually assess? This book presents all the publicly available questions from the PISA surveys. Some of these questions were used in the PISA 2000, 2003 and 2006 surveys and others were used in developing and trying out the assessment. After a brief introduction to the PISA assessment, the book presents three chapters, including PISA questions for the reading, mathematics and science tests, respectively. Each chapter presents an overview of what exactly the questions assess. The second section of each chapter presents questions which were used in the PISA 2000, 2003 and 2006 surveys, that is, the actual PISA tests for which results were published. The third section presents questions used in trying out the assessment. Although these questions were not used in the PISA 2000, 2003 and 2006 surveys, they are nevertheless illustrative of the kind of question PISA uses. The final section shows all the answers, along with brief comments on each question.
    DOI: 10.1787/9789264050815-en
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    OECD Reviews of Tertiary Education: Finland 2009 (2009)
    Paris : OECD Publishing
    Details
    ISBN: 9789264049048
    Language: English
    Pages: Online-Ressource (154 p.)
    Series Statement: OECD Reviews of Tertiary Education
    Keywords: Education ; Finland
    Abstract: With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. This book provides an overview of Finland's tertiary education system including an account of recent trends and developments, an analysis of the strengths and challenges, and recommendations for future policy development.
    DOI: 10.1787/9789264049048-en
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    OECD Reviews of Tertiary Education: Spain 2009 (2009)
    Paris : OECD Publishing
    Details
    ISBN: 9789264039360
    Language: English
    Pages: Online-Ressource (166 p.)
    Series Statement: OECD Reviews of Tertiary Education
    Keywords: Education ; Spain
    Abstract: With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. This review, designed to help Spain understand how improving tertiary education can help it achieve its economic and social goals, presents an overview of Spain's tertiary education system, an account of trends and developments, an analysis of strengths and challenges, and recommendation for future development.
    DOI: 10.1787/9789264039360-en
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    OECD Reviews of Tertiary Education: Norway 2009 (2009)
    Paris : OECD Publishing
    Details
    ISBN: 9789264039308
    Language: English
    Pages: Online-Ressource (98 p.)
    Series Statement: OECD Reviews of Tertiary Education
    Keywords: Education ; Norway
    Abstract: With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. This book provides an overview of Norway's tertiary education system including an account of recent trends and developments, an analysis of strengths and challenges, and recommmedations for future policy development.
    DOI: 10.1787/9789264039308-en
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    OECD Reviews of Tertiary Education: Japan 2009 (2009)
    Paris : OECD Publishing
    Details
    ISBN: 9789264039322
    Language: English
    Pages: Online-Ressource (127 p.)
    Series Statement: OECD Reviews of Tertiary Education
    Keywords: Education ; Japan
    Abstract: In many OECD countries, tertiary education systems have experienced rapid growth over the last decade. With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. Within governance frameworks that encourage institutions, individually and collectively, to fulfil multiple missions, tertiary education systems must aim for the broad objectives of growth, full employment and social cohesion. In this context, the OECD launched a major review of tertiary education with the participation of 24 nations. The principal objective of the review is to assist countries in understanding how the organisation, management and delivery of tertiary education can help them achieve their economic and social goals. Japan is one of 14 countries which opted to host a Country Review, in which a team of external reviewers carried out an in-depth analysis of tertiary education policies. This report includes: an overview of Japan's tertiary education system; an account of trends and developments in tertiary education in Japan; an analysis of the strengths and challenges in tertiary education in Japan; and recommendations for future policy development. This review of tertiary education in Japan forms part of the OECD Thematic Review of Tertiary Education, a project conducted between 2004 and 2008.
    DOI: 10.1787/9789264039322-en
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    Rebuilding Schools after the Wenchuan Earthquake : China Visits OECD, Italy and Turkey (2009)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 10 p. , 21 x 29.7cm
    Series Statement: CELE Exchange, Centre for Effective Learning Environments no.2009/07
    Parallel Title: Parallelausg. Reconstruire les écoles après le tremblement de terre du Wenchuan : La Chine s'inspire de l'expérience de l'OCDE, de l'Italie et de la Turquie
    Keywords: Education ; China, People’s Republic
    Abstract: Following the May 2008 earthquake in China, government officials visited the OECD, Italy and Turkey to draw lessons from international experience in seismic safety.
    DOI: 10.1787/223622315103
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    OECD Reviews of Tertiary Education: Czech Republic 2009 (2009)
    Paris : OECD Publishing
    Details
    ISBN: 9789264049079
    Language: English
    Pages: Online-Ressource (132 p.)
    Series Statement: OECD Reviews of Tertiary Education
    Keywords: Education ; Czech Republic
    Abstract: With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. This book provides an overview of the Czech Republic's tertiary education system, including an account of recent trends and developments, an analysis of strengths and challenges, and recommendations for future policy development with a view to helping understand how the organisation, management and delivery of tertiary education can help achieve economic and social goals.
    DOI: 10.1787/9789264049079-en
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    Measuring Improvements in Learning Outcomes : Best Practices to Assess the Value-Added of Schools (2008)
    Paris : OECD Publishing
    Details
    ISBN: 9789264050259
    Language: English
    Pages: Online-Ressource (222 p.)
    Parallel Title: Druckausg.
    Parallel Title: Parallelausg. La Medición del Aprendizaje de los Alumnos ; Mejores Prácticas para Evaluar el Valor Agregado de las Escuelas
    Parallel Title: Parallelausg. La Medición del Aprendizaje de los Alumnos : Mejores Prácticas para Evaluar el Valor Agregado de las Escuelas
    Parallel Title: Erscheint auch als Measuring improvements in learning outcomes
    DDC: 379.158
    RVK:
    DO 1000
    Keywords: Education Evaluation ; Statistical methods ; Educational evaluation OECD countries ; Educational indicators OECD countries ; Schools Evaluation ; Statistical methods ; Education ; Schule ; Effizienz ; Leistungsmessung ; Modell
    Abstract: Value-added estimates are a significant improvement upon measures of school performance currently used in most education systems across OECD countries. They provide a fundamentally more accurate and valuable quantitative basis for school improvement planning, policy development and for enacting effective school accountability arrangements. This groundbreaking report provides examples of best practices in value-added modeling for measuring school performance.
    DOI: 10.1787/9789264050259-en
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    Reviews of National Policies for Education: Dominican Republic 2008 (2008)
    Paris : OECD Publishing
    Details
    ISBN: 9789264040823
    Language: English
    Pages: Online-Ressource (274 p.)
    Series Statement: Reviews of National Policies for Education
    Parallel Title: Parallelausg. Informe sobre las Políticas Nacionales de Educación; República Dominicana
    Parallel Title: Parallelausg. Informe sobre las Políticas Nacionales de Educación: República Dominicana
    Parallel Title: Erscheint auch als Dominican Republic
    RVK:
    DV 2225
    RVK:
    QG 630
    Keywords: Bildungswesen ; Bildungspolitik ; Bildungsreform ; Dominikanische Republik ; Education ; Dominican Republic ; Dominikanische Republik ; Bildungsreform
    Abstract: Gives a brief overview of regional issues and the history of education in the Dominican Republic and describes the development of education in the country over the past 15 years. It presents an analysis of the education system, identifying key directions for the reinforcement of the reforms in light of the challenges encountered by officials, communities, enterprises, educators, parents and students under very dynamic conditions. It concludes with a set of key recommendations concerning the structure of the system and its labour market relevance; access and equity; financing; governance and management; internationalisation; and research, development and innovation.
    DOI: 10.1787/9789264040823-en
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    Reviews of National Policies for Education: Scotland 2007 : Quality and Equity of Schooling in Scotland (2008)
    Paris : OECD Publishing
    Details
    ISBN: 9789264041004
    Language: English
    Pages: Online-Ressource (172 p.)
    Series Statement: Reviews of National Policies for Education
    Parallel Title: Parallelausg. Examens des politiques nationales d'éducation ; Écosse 2007 ; Qualité et équité de l'enseignement scolaire en Écosse
    Parallel Title: Parallelausg. Examens des politiques nationales d'éducation : Écosse 2007 : Qualité et équité de l'enseignement scolaire en Écosse
    Parallel Title: Erscheint auch als Quality and equity of schooling in Scotland
    Keywords: Schule ; Schulpolitik ; Schottland ; Education ; United Kingdom ; Schottland ; Schule ; Qualitätssicherung ; Chancengleichheit
    Abstract: Scotland consistently performs at a very high standard in OECD’s Programme for International Student Assessment (PISA) and has one of the most equitable school systems in the OECD. This review examines the strengths of Scotland’s schools and the challenges they face in securing high standards for all children. One major challenge is an achievement gap that opens up late in primary education and widens through junior secondary years: children from poorer backgrounds are more likely than others to under-achieve. A second challenge for Scotland is to achieve broader and more successful participation in upper secondary education and greater equity in higher education. The review assesses the performance of Scottish schools, using PISA findings and national test and examination results. It also examines educational reforms in Scotland in the light of reforms in countries facing similar challenges.
    DOI: 10.1787/9789264041004-en
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    OECD Reviews of Tertiary Education: Netherlands 2008 (2008)
    Paris : OECD Publishing
    Details
    ISBN: 9789264049062
    Language: English
    Pages: Online-Ressource (139 p.)
    Series Statement: OECD Reviews of Tertiary Education
    Keywords: Education ; Netherlands
    Abstract: A comprehensive review of the Dutch tertiary education system, covering governance, resourcing, access and equity, research and innovation, connections with the labour market, quality assurance and enhancement and the international dimension. This review was conducted with a view to helping the Netherlands reach its economic and social goals and includes recommendations.
    DOI: 10.1787/9789264049062-en
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    PISA 2006 : Volume 2: Data (2008)
    Paris : OECD Publishing
    Details
    ISBN: 9789264040151
    Language: English
    Pages: Online-Ressource (316 p.)
    Series Statement: PISA
    Parallel Title: Erscheint auch als OECD. Programme for International Student Assessment PISA 2006, science competencies for tomorrow's world ; Vol. 2: Data
    Keywords: Education
    Abstract: Presents the full data set underlying PISA 2006 Volume 1: Analysis. Includes data on student performance in science, student engagement in science, quality and equity in schools, school and system characteristics, and student performance in reading and mathematics.
    DOI: 10.1787/9789264040151-en
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    Encouraging Student Interest in Science and Technology Studies (2008)
    Paris : OECD Publishing
    Details
    ISBN: 9789264040892
    Language: English
    Pages: Online-Ressource (132 p.) , ill.
    Parallel Title: Druckausg.
    Parallel Title: Erscheint auch als Encouraging student interest in science and technology studies
    RVK:
    AL 39300
    Keywords: Education, Higher Aims and objectives ; Science Study and teaching (Higher) ; Technology Study and teaching (Higher) ; Education ; Science and Technology ; Hochschulbildung ; Wissenschaft ; Technologie ; Studium
    Abstract: Encouraging Student Interest in Science and Technology Studies examines overall trends in higher education enrolments and the evolution of S&T compared with other disciplines. The results suggest that although absolute numbers of S&T students have been rising as access to higher levels of education expands in OECD economies, the relative share of S&T students among the overall student population has been falling, The report shows that encouraging interest in S&T studies requires action to tackle a host of issues inside and outside the education system, ranging from teacher training and curriculum design to improving the image of S&T careers. Numerous examples of national initiatives are used to complement the analyses to derive a set of practical recommendations.
    DOI: 10.1787/9789264040892-en
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    OECD Reviews of Tertiary Education: Croatia 2008 (2008)
    Paris : OECD Publishing
    Details
    ISBN: 9789264039155
    Language: English
    Pages: Online-Ressource (108 p.)
    Series Statement: OECD reviews of tertiary education [croati]
    Series Statement: OECD Reviews of Tertiary Education
    Series Statement: OECD reviews of tertiary education
    Keywords: Education ; Croatia
    Abstract: In many OECD countries, tertiary education systems have experienced rapid growth over the last decade. With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. Within governance frameworks that encourage institutions, individually and collectively, to fulfil multiple missions, tertiary education systems must aim for the broad objectives of growth, full employment and social cohesion. In this context, the OECD launched a major review of tertiary education with the participation of 24 nations. The principal objective of the review is to assist countries in understanding how the organisation, management and delivery of tertiary education can help them achieve their economic and social goals. Croatia is one of 14 countries which opted to host a Country Review, in which a team of external reviewers carried out an in-depth analysis of tertiary education policies. This report includes: an overview of Croatia's tertiary education system; an account of trends and developments in tertiary education in Croatia; an analysis of the strengths and challenges in tertiary education in Croatia; and recommendations for future policy development. This review of tertiary education in Croatia forms part of the OECD Thematic Review of Tertiary Education, a project conducted between 2004 and 2008.
    DOI: 10.1787/9789264039155-en
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    OECD Reviews of Tertiary Education: Mexico 2008 (2008)
    Paris : OECD Publishing
    Details
    ISBN: 9789264039247
    Language: English
    Pages: Online-Ressource (158 p.)
    Series Statement: OECD Reviews of Tertiary Education
    Keywords: Education ; Mexico
    Abstract: In many OECD countries, tertiary education systems have experienced rapid growth over the last decade. With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. Within governance frameworks that encourage institutions, individually and collectively, to fulfil multiple missions, tertiary education systems must aim for the broad objectives of growth, full employment and social cohesion. In this context, the OECD launched a major review of tertiary education with the participation of 24 nations. The principal objective of the review is to assist countries in understanding how the organisation, management and delivery of tertiary education can help them achieve their economic and social goals. Mexico is one of 14 countries which opted to host a Country Review, in which a team of external reviewers carried out an in-depth analysis of tertiary education policies. This report includes: an overview of Mexico's tertiary education system; an account of trends and developments in tertiary education in Mexico; an analysis of the strengths and challenges in tertiary education in Mexico; and recommendations for future policy development. This review of tertiary education in Mexico forms part of the OECD Thematic Review of Tertiary Education, a project conducted between 2004 and 2008.
    DOI: 10.1787/9789264039247-en
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  • 86
    Online Resource
    Online Resource
    OECD Reviews of Tertiary Education: New Zealand 2008 (2008)
    Paris : OECD Publishing
    Details
    ISBN: 9789264039285
    Language: English
    Pages: Online-Ressource (124 p.)
    Series Statement: OECD Reviews of Tertiary Education
    Keywords: Education ; New Zealand
    Abstract: In many OECD countries, tertiary education systems have experienced rapid growth over the last decade. With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. Within governance frameworks that encourage institutions, individually and collectively, to fulfil multiple missions, tertiary education systems must aim for the broad objectives of growth, full employment and social cohesion. In this context, the OECD launched a major review of tertiary education with the participation of 24 nations. The principal objective of the review is to assist countries in understanding how the organisation, management and delivery of tertiary education can help them achieve their economic and social goals. New Zealand is one of 14 countries which opted to host a Country Review, in which a team of external reviewers carried out an in-depth analysis of tertiary education policies. This report includes: an overview of New Zealand's tertiary education system; an account of trends and developments in tertiary education in New Zealand; an analysis of the strengths and challenges in tertiary education in New Zealand; and recommendations for future policy development. This review of tertiary education in New Zealand forms part of the OECD Thematic Review of Tertiary Education, a project conducted between 2004 and 2008.
    DOI: 10.1787/9789264039285-en
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  • 87
    Online Resource
    Online Resource
    Students with Disabilities, Difficulties And Disadvantages : Statistics and Indicators of OAS Countries (2008)
    México D.F. : Edebé Ediciones Internacionales S.A de C.V., Mexico
    Details
    ISBN: 9789264044685
    Language: English
    Pages: Online-Ressource (101 p)
    Parallel Title: Parallelausg. Estudiantes con discapacidades, dificultades de aprendizaje y desventajas ; Estadísticas e indicadores de los países de la OEA
    Parallel Title: Parallelausg. Estudiantes con discapacidades, dificultades de aprendizaje y desventajas : Estadísticas e indicadores de los países de la OEA
    Keywords: Education
    DOI: 10.1787/9789264044685-en
    URL: Volltext
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  • 88
    Online Resource
    Online Resource
    On the Edge : Securing a Sustainable Future for Higher Education (2007)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 56 p. , 21 x 29.7cm
    Series Statement: OECD Education Working Papers no.7
    Keywords: Education
    Abstract: As higher education has grown and state funding has been constrained, the financial sustainability of institutions of higher education has become an issue for policy makers and for those who govern and manage these institutions. The challenge for governments is to ensure that increasingly autonomous institutions respond to public interest agendas while taking a greater responsibility for their own financial sustainability. The challenge for institutions is to manage an increasingly complex portfolio of aims and funding. This report examines the conditions needed to secure financial sustainability for the future from the national (policy) and institutional (management) perspectives.
    DOI: 10.1787/220180871707
    URL: Volltext
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  • 89
    Online Resource
    Online Resource
    Reviews of National Policies for Education: Basic Education in Turkey 2007 (2007)
    Paris : OECD Publishing
    Details
    ISBN: 9789264030206
    Language: English
    Pages: Online-Ressource (128 p.) , ill.
    Series Statement: Reviews of National Policies for Education
    Parallel Title: Erscheint auch als Basic education in Turkey
    RVK:
    DO 1009
    RVK:
    QX 860
    Keywords: Bildungspolitik ; Türkei ; Education ; Turkey ; Türkei ; Bildungssystem ; Grundschule ; Sekundarstufe
    Abstract: This review of education policies in Turkey takes place at a critical point in the nation’s history. An improving economy, greater governmental continuity and a more stable social environment, coupled with the extraordinary challenge of Turkey’s candidacy for EU accession, provide an unprecedented opportunity for a new phase of education reform. Over the past decade, Turkey has pursued a striking education reform agenda focused on implementing eight-year basic and compulsory education and increasing the participation of girls at the primary education level. The nation must now complement the drive for increasing enrolments and participation with efforts to improve quality. To reach the levels of education attainment and performance of the most advanced countries in Europe and OECD, Turkey must undertake sustained, multi-year, systemic reforms of its education system.
    DOI: 10.1787/9789264030206-en
    URL: Volltext
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  • 90
    Online Resource
    Online Resource
    PISA 2006 : Science Competencies for Tomorrow's World: Volume 1: Analysis (2007)
    Paris : OECD Publishing
    Details
    ISBN: 9789264040014
    Language: English
    Pages: Online-Ressource (390 p.) , ill.
    Series Statement: PISA
    Parallel Title: Parallelausg. PISA 2006 ; Les compétences en sciences, un atout pour réussir ; Volume 1 Analyse des résultats
    Parallel Title: Parallelausg. PISA 2006; Naturwissenschaftliche Kompetenzen für die Welt von morgen
    Parallel Title: Parallelausg. PISA 2006 ; Competencias científicas para el mundo del mañana
    Parallel Title: Parallelausg. PISA 2006; Competências em ciências para o mundo de amanhã; Volume 1; Análise
    Parallel Title: Parallelausg. PISA 2006 : Les compétences en sciences, un atout pour réussir : Volume 1 Analyse des résultats
    Parallel Title: Parallelausg. PISA 2006: Naturwissenschaftliche Kompetenzen für die Welt von morgen
    Parallel Title: Parallelausg. PISA 2006 : Competencias científicas para el mundo del mañana
    Parallel Title: Parallelausg. PISA 2006: Competências em ciências para o mundo de amanhã: Volume 1: Análise
    Parallel Title: Erscheint auch als OECD. Programme for International Student Assessment PISA 2006, science competencies for tomorrow's world ; Vol. 1: Analysis
    Keywords: Education
    Abstract: PISA 2006: Science Competencies for Tomorrow’s World presents the results from the most recent Programme for International Student Assessment (PISA) survey, which focused on science and also assessed mathematics and reading. It is divided into two volumes: the first offers an analysis of the results, the second contains the underlying data. Volume 1: Analysis gives the most comprehensive international picture of science learning today, exploring not only how well students perform, but also their interests in science and their awareness of the opportunities that scientific competencies bring as well as the environment that schools offer for science learning. It places the performance of students, schools and countries in the context of their social background and identifies important educational policies and practices that are associated with educational success. By showing that some countries succeed in providing both high quality education and equitable learning outcomes, PISA sets ambitious goals for others.
    DOI: 10.1787/9789264040014-en
    URL: Volltext
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  • 91
    Online Resource
    Online Resource
    Giving Knowledge for Free : The Emergence of Open Educational Resources (2007)
    Paris : OECD Publishing
    Details
    ISBN: 9789264032125
    Language: English
    Pages: Online-Ressource (149 p.) , ill.
    Parallel Title: Parallelausg. Giving Knowledge for Free; The Emergence of Open Educational Resources (Japanese version)
    Parallel Title: Parallelausg. Att ge bort kunskap gratis; Framväxten av öppna lärresurser
    Parallel Title: Parallelausg. El conocimiento libre y los recursos educativos abiertos
    Parallel Title: Parallelausg. Giving Knowledge for Free: The Emergence of Open Educational Resources (Japanese version)
    Parallel Title: Parallelausg. Att ge bort kunskap gratis: Framväxten av öppna lärresurser
    Parallel Title: Erscheint auch als Hylén, Jan Giving knowledge for free
    DDC: 371.3344678
    RVK:
    DP 2500
    RVK:
    DM 3000
    Keywords: E-Learning ; OECD-Staaten ; Education ; Lehrmittel ; Lernsoftware ; Unentgeltlichkeit
    Abstract: Learning resources are often considered key intellectual property in a competitive higher education world. However, more and more institutions and individuals are sharing their digital learning resources over the Internet, openly and for free, as Open Educational Resources (OER). This study, building on previous OECD work on e-learning, asks why this is happening, who is involved and what the most important implications of this development are. The report offers a comprehensive overview of the rapidly changing phenomenon of Open Educational Resources and the challenges it poses for higher education. It examines reasons for individuals and institutions to share resources for free, and looks at copyright issues, sustainability and business models as well as policy implications. It will be of particular interest to those involved in e-learning or strategic decision making within higher education, to researchers and to students of new technologies.
    DOI: 10.1787/9789264032125-en
    URL: Volltext
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  • 92
    Online Resource
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    Reviews of National Policies for Education: Tertiary Education in Portugal 2007 (2007)
    Paris : OECD Publishing
    Details
    ISBN: 9789264009769
    Language: English
    Pages: Online-Ressource (172 p.) , ill.
    Series Statement: Reviews of National Policies for Education
    Parallel Title: Parallelausg. Examens des politiques nationales d'éducation ; L'enseignement supérieur au Portugal 2007
    Parallel Title: Parallelausg. Examens des politiques nationales d'éducation : L'enseignement supérieur au Portugal 2007
    Parallel Title: Erscheint auch als Tertiary education in Portugal
    RVK:
    AL 69000
    RVK:
    QX 850
    Keywords: Hochschule ; Hochschulpolitik ; Hochschulfinanzierung ; Portugal ; Education ; Portugal ; Portugal ; Tertiärbereich
    Abstract: Portugal’s tertiary education sector has expanded significantly over the last 20 years, but participation and overall educational attainment levels remain below European standards and enrolment rates have begun to decline. The OECD review recommends that Portugal’s national government should focus on strategic direction and leave higher education institutions wider latitude for accomplishing public priorities consistent with their mission. Among its proposals for reform, the review calls for the creation of a National Council on Higher Education to oversee Portugal’s higher education strategy. The review also calls for major changes in the governance and management of higher education institutions to bring them into line with national goals, encourage their responsiveness and efficiency, and improve their quality. Improving research and innovation is a key strategic objective of the Portuguese government, and the OECD review suggests a number of qualitative changes in Portugal’s tertiary education system to enhance performance in this area.
    DOI: 10.1787/9789264009769-en
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  • 93
    Online Resource
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    OECD Reviews of Tertiary Education: Estonia 2007 (2007)
    Paris : OECD Publishing
    Details
    ISBN: 9789264039117
    Language: English
    Pages: Online-Ressource (170 p.)
    Series Statement: OECD Reviews of Tertiary Education
    Parallel Title: Parallelausg. OECD Reviews of Tertiary Education Estonia; (Estonian version)
    Parallel Title: Parallelausg. OECD Reviews of Tertiary Education Estonia: (Estonian version)
    Keywords: Education ; Estonia
    Abstract: In many OECD countries, tertiary education systems have experienced rapid growth over the last decade. With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. Within governance frameworks that encourage institutions, individually and collectively, to fulfil multiple missions, tertiary education systems must aim for the broad objectives of growth, full employment and social cohesion. In this context, the OECD launched a major review of tertiary education with the participation of 24 nations. The principal objective of the review is to assist countries in understanding how the organisation, management and delivery of tertiary education can help them achieve their economic and social goals. Estonia is one of 14 countries which opted to host a Country Review, in which a team of external reviewers carried out an in-depth analysis of tertiary education policies. This report includes: an overview of Estonia's tertiary education system; an account of trends and developments in tertiary education in Estonia; an analysis of the strengths and challenges in tertiary education in Estonia; and recommendations for future policy development. This review of tertiary education in Estonia forms part of the OECD Thematic Review of Tertiary Education, a project conducted between 2004 and 2008.
    DOI: 10.1787/9789264039117-en
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  • 94
    Online Resource
    Online Resource
    Education Policies for Students at Risk and those with Disabilities in South Eastern Europe : Bosnia-Herzegovina, Bulgaria, Croatia, Kosovo, FYR of Macedonia, Moldova, Montenegro, Romania and Serbia (2006)
    Paris : OECD Publishing
    Details
    ISBN: 9789264036161
    Language: English
    Pages: Online-Ressource (378 p.)
    Parallel Title: Parallelausg. Les politiques d'éducation pour les étudiants à risque et ceux présentant un handicap en Europe du Sud-Est ; Bosnie-Herzégovine, Bulgarie, Croatie, Kosovo, Ex-République Yougoslave de Macédoine, Moldavie, Monténégro, Roumanie et Serbie
    Parallel Title: Parallelausg. Les politiques d'éducation pour les étudiants à risque et ceux présentant un handicap en Europe du Sud-Est : Bosnie-Herzégovine, Bulgarie, Croatie, Kosovo, Ex-République Yougoslave de Macédoine, Moldavie, Monténégro, Roumanie et Serbie
    Keywords: Education ; Bulgaria ; Croatia ; Montenegro ; Romania ; Serbia
    Abstract: This publication is part of the project on Education Development for Students at Risk and those with Disabilities in South Eastern Europe. This project was carried out by the OECD within the framework of the Stability Pact for South Eastern Europe. It contributes to the countries' efforts to adjust their education reforms to the EC principles as outlined in the EU "Detailed Work Programme on the Follow-up of the Objectives of Education and Training Systems in Europe". More specifically, the countries’ efforts focus on the objective of widening access to quality education and ensuring equal opportunities for all. The respective country reports are supplemented by a general overview on the situation of special needs education in South Eastern Europe.
    DOI: 10.1787/9789264036161-en
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  • 95
    Online Resource
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    Design Quality Indicator for Schools in the United Kingdom (2006)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PEB Exchange, Programme on Educational Building no.2006/08
    Parallel Title: Parallelausg. L'indicateur de la qualité de la conception des établissements scolaires au Royaume-Uni
    Keywords: Education ; United Kingdom
    Abstract: In December 2005, the United Kingdom launched a process for evaluating the design quality of primary and secondary school buildings. The Design Quality Indicator (DQI) for Schools is a tool that can assist stakeholders – teachers, parents, school governors, students, community members, local authority clients and building professionals – to achieve design excellence in new or refurbished school buildings and grounds. The DQI framework was developed by the Department for Education and Skills and the Construction Industry Council.
    DOI: 10.1787/383321326103
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  • 96
    Online Resource
    Online Resource
    Demand-Sensitive Schooling? : Evidence and Issues (2006)
    Paris : OECD Publishing
    Details
    ISBN: 9789264028418
    Language: English
    Pages: Online-Ressource (150 p.)
    Series Statement: Schooling for Tomorrow
    Parallel Title: Parallelausg. L'école face aux attentes du public ; Faits et enjeux
    Parallel Title: Parallelausg. L'école face aux attentes du public : Faits et enjeux
    Parallel Title: Erscheint auch als Demand-sensitive schooling?
    RVK:
    DI 4000
    RVK:
    DK 1010
    RVK:
    DK 1020
    Keywords: Schule ; Bildungsreform ; OECD-Staaten ; Education and state OECD countries ; Education OECD countries ; Education ; Schulentwicklung
    Abstract: Many educational experts are identifying a critical shift from supply-led systems — operating to procedures decided by educational authorities, schools and teachers — towards systems which are much more sensitive to demand. But, whose demands should these be? What are they? And how will schools recognize and cope with them? This book examines different aspects of the demand concept and presents international evidence from Austria, the Czech and Slovak Republics, Denmark, England, Finland, Hungary, Japan, Poland, Spain, and the United States to reveal attitudes and expectations.
    DOI: 10.1787/9789264028418-en
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  • 97
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    Where Immigrant Students Succeed : A Comparative Review of Performance and Engagement in PISA 2003 (2006)
    Paris : OECD Publishing
    Details
    ISBN: 9789264023611
    Language: English
    Pages: Online-Ressource (224 p.)
    Series Statement: PISA
    Parallel Title: Parallelausg. Schulerfolg von Jugendlichen mit Migrationshintergrundim internationalen Vergleich
    Parallel Title: Erscheint auch als OECD. Programme for International Student Assessment Where immigrant students succeed
    DDC: 371.826912
    RVK:
    DO 1250
    RVK:
    DO 9000
    RVK:
    MS 7300
    Keywords: Bildungsniveau ; Welt ; Migranten ; Education ; Social Issues/Migration/Health ; Statistik 2003 ; PISA-Studie ; Einwanderer ; Bildungsgang ; PISA-Studie ; Einwanderer ; Bildungsgang
    Abstract: Drawing on data from the OECD’s Programme for International Students Assessment (PISA), this report examines the performance of students with immigrant backgrounds and compares it to that of their native counterparts. As well as providing information on countries’ approaches to the integration of immigrants, it looks at other factors that could influence immigrant students’ performance – such as their attitudes to school, their motivation and learning strategies as well as their social background and the language spoken at home – giving valuable implications for educational policy.
    DOI: 10.1787/9789264023611-en
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  • 98
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    Are Students Ready for a Technology-Rich World? : What PISA Studies Tell Us (2006)
    Paris : OECD Publishing
    Details
    ISBN: 9789264036093
    Language: English
    Pages: Online-Ressource (138 p.)
    Series Statement: PISA
    Parallel Title: Parallelausg. Haben Schüler das Rüstzeug für eine technologieintensive Welt?; Erkenntnisse aus den PISA-Studien
    Parallel Title: Parallelausg. Haben Schüler das Rüstzeug für eine technologieintensive Welt?: Erkenntnisse aus den PISA-Studien
    Parallel Title: Erscheint auch als Are students ready for a technology-rich world?
    RVK:
    DI 1000
    RVK:
    DO 8000
    RVK:
    DV 1000
    RVK:
    DV 3000
    Keywords: Bildungsniveau ; Informationstechnik ; Welt ; Education ; Science and Technology ; Schüler ; Technischer Fortschritt ; Globalisierung ; PISA-Studie
    Abstract: ICT has profound implications for education, both because ICT can facilitate new forms of learning and because it has become important for young people to master ICT in preparation for adult life. But how extensive is access to ICT in schools and informal settings and how is it used by students? Drawing on data from the OECD’s Programme for International Student Assessment (PISA), Are Students Ready for a Technology-Rich World? What PISA Studies Tell Us, examines whether access to computers for students is equitable across countries and student groups; how students use ICT and what their attitudes are towards ICT; the relationship between students’ access to and use of ICT and their performance in PISA 2003; and the implications for educational policy.
    DOI: 10.1787/9789264036093-en
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  • 99
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    Assessing Scientific, Reading and Mathematical Literacy : A Framework for PISA 2006 (2006)
    Paris : OECD Publishing
    Details
    ISBN: 9789264026407
    Language: English
    Pages: Online-Ressource (192 p.)
    Series Statement: PISA
    Parallel Title: Parallelausg. Compétences en sciences, lecture et mathématiques ; Le cadre d'évaluation de PISA 2006
    Parallel Title: Parallelausg. PISA 2006 ; Marco de la evaluación ; Conocimientos y habilidades en ciencias, matemáticas y lectura
    Parallel Title: Parallelausg. Assessing Scientific, Reading and Mathematical Literacy; A Framework for PISA 2006 (Finnish version)
    Parallel Title: Parallelausg. Valutare le competenze in scienze, lettura e matematica; Quadro di riferimento di PISA 2006
    Parallel Title: Parallelausg. Assessing Scientific, Reading and Mathematical Literacy; A Framework for PISA 2006 (Japanese version)
    Parallel Title: Parallelausg. PISA 2006; Estrutura da avaliação; Conhecimentos e habilidades em ciências, leitura e matemática
    Parallel Title: Parallelausg. Compétences en sciences, lecture et mathématiques : Le cadre d'évaluation de PISA 2006
    Parallel Title: Parallelausg. PISA 2006 : Marco de la evaluación : Conocimientos y habilidades en ciencias, matemáticas y lectura
    Parallel Title: Parallelausg. Assessing Scientific, Reading and Mathematical Literacy: A Framework for PISA 2006 (Finnish version)
    Parallel Title: Parallelausg. Valutare le competenze in scienze, lettura e matematica: Quadro di riferimento di PISA 2006
    Parallel Title: Parallelausg. Assessing Scientific, Reading and Mathematical Literacy: A Framework for PISA 2006 (Japanese version)
    Parallel Title: Parallelausg. PISA 2006: Estrutura da avaliação: Conhecimentos e habilidades em ciências, leitura e matemática
    RVK:
    DO 1250
    Keywords: Education
    Abstract: Assessing Scientific, Reading and Mathematical Literacy: A Framework for PISA 2006 presents the conceptual framework underlying the PISA 2006 survey. It includes a re-developed and expanded framework for scientific literacy, an innovative component on the assessment of students’ attitudes to science and the frameworks for the assessment of reading and mathematics. Within each domain, the framework defines the content that students need to acquire, the processes that need to be performed, and the contexts in which knowledge and skills are applied. The domains and their aspects are also illustrated with sample tasks.
    DOI: 10.1787/9789264026407-en
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  • 100
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    PEB Compendium of Exemplary Educational Facilities : 3rd Edition (2006)
    ParisaValencia : OECD PublishingaPressgroup Holdings Europe S.A
    Details
    ISBN: 9789264014923
    Language: English
    Pages: Online-Ressource (180 p.) , ill.
    Edition: 3rd Edition
    Series Statement: Programme on Educational Building - PEB Papers
    Keywords: Education
    Abstract: This third PEB Compendium features educational institutions from 20 countries selected by an international jury for their exemplary facilities. This work shows how the design, use and management of physical infrastructure can contribute to the quality of education. With full-colour photographs, plans and descriptions, the Compendium focuses on the functionality of 65 recently completed or refurbished buildings or grounds, chosen for their innovation in the areas of safety, sustainability, alternative financing, community and flexibility. In addition to schools and universities, this third edition of the PEB Compendium covers pre-schools and gives special attention to how effectively the facilities meet the needs of their users: students, teachers, parents and the community at large.
    DOI: 10.1787/9789264014923-en
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