Ten Questions for Mathematics Teachers… and How PISA Can Help Answer Them
PISA Online Programme for School Improvement
This report provides teachers with timely and relevant data and analyses that can help them reflect on their teaching strategies and how students learn.
A PISA Online Programme for School Improvement starting in 2017 is open for registration. This collaborative learning platform will enable participants to connect, learn and interact with experts in education policy from around the world. It will also help schools develop the skills to leverage OECD's PISA data to improve practice in their respective school environment.
PISA for Development
A report on Making Education Count for Development suggests technically sound and viable options for improving data quality, completeness and international comparability from six countries participating in the PISA for Development project: Cambodia, Ecuador, Guatemala, Paraguay, Senegal and Zambia.
It also provides insights into overcoming some of the challenges common to countries that participate in PISA for Development, including other middle income and low income countries.
Education in China: A Snapshot
What do we know about the largest education system in the world? A system that is educating 260 million young people, and that employs 15 million teachers? This report provides a broad overview of how China's education system is organised and operates, and how reforms, both past and current, have reshaped education in China over time.The report then examines in greater detail education in the four economies within China that participated in PISA 2015. It provides the context in which China's participation in PISA – and its results in PISA – should be interpreted.
Teaching Strategies for Instructional Quality
This brochure on the TALIS-PISA Link provides valuable information about teaching strategies and their relationship with the characteristics of the school, the classroom and students' outcomes. A better understanding of these relationships can help teachers, schools and education policy makers to design more effective policies with the aim of improving the learning achievements of all students.
The Survey of Adult Skills (PIAAC)
The proceedings from the 2nd International PIAAC Conference, held in November 2015 in Haarlem, the Netherlands have been published. The three papers collected in this volume represent an important contribution to the better understanding of issues of labour market and education policy that are at the centre of the policy concerns of many governments.
A Skills Beyond School Review
A Skills Beyond School Review of Peru recognises that vocational education and training (VET) is crucial to developing a highly-skilled labour force. The new Review offers ample evidence that existing programmes and institutions are falling short of meeting the country's needs. It recommends helping better steer VET institutions toward high-quality offerings, facilitating student transitions along education and career pathways, empowering students, and broadening access to groups that are currently unable to participate because of financial or other constraints.
OECD Skills Strategy Diagnostic Report: Peru
The OECD Skills Strategy Diagnostic Report of Peru identifies the 9 skills challenges for Peru distilled from bilateral meetings and interactive diagnostic workshops held with a range of stakeholders and institutions. It draws upon an array of relevant OECD evidence, including general lessons from the Survey of Adult Skills, to shed further light on these challenges, and offers some concrete examples of how other countries are tackling similar skills challenges.
The Future of Education and Skills: Education 2030
Policy makers, experts, school networks and social partners gathered in Beijing, China, from 9-11 November 2016 to discuss the OECD's new conceptual learning framework "Learning Compass 2030." Currently, 19 countries are taking part in the policy analysis on curriculum, with an aim to facilitate peer-learning as well as to build a knowledge base and develop tools for countries to draw on when re-designing their curriculum.
Early Childhood Education and Care
Monitoring Quality in Early Childhood Education and Care country notes have been published for Finland, France, Germany, Korea and the Netherlands, as well as Data country notes for Australia, Germany, Kazakhstan, Luxembourg, the Netherlands and New Zealand.
Education Policy Outlook: Korea
This policy profile on education in Korea provides insights on topics such as high quality and performing students; skills mismatch and strong emphasis on academic stream; and improving learning environments for teachers and students.
OECD Reviews of School Resources
The latest reviews in the series on Denmark and Uruguay were published in November 2016. They include policy recommendations on using school resources more efficiently to improve learning outcomes.
The Thomas J. Alexander Fellowship
The Thomas J. Alexander Fellowship Fall 2016 Call for Proposals is currently open until 4 January 2017 at midnight Paris time. The Fellowship seeks to strengthen capacity for producing policy relevant research with a focus on emerging countries and in the area of equity and inclusion.