Building a High-Quality Teaching Profession

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Building a High-Quality Teaching Profession"

Transcription

1 1 Building a High-Quality Teaching Profession Lessons from around the world Andreas Schleicher Special advisor to the Secretary-General on Education Policy Head of the Indicators and Analysis Division, EDU

2 2 High average performance High student performance (PISA average reading, mathematics and science) Shangai-China High average performance Large socio-economic disparities High social equity Low equity Low average performance Large socio-economic disparities Japan Canada New Zealand Netherlands Australia Chinese Taipei Liechtenstein Switzerland Estonia Belgium Germany France United Kingdom Poland Slovenia Norway Denmark Iceland Sweden Ireland Hungary United States Czech Republic Portugal Austria Slovak Republic Italy Spain Latvia Luxembourg Lithuania Greece Croatia Russian Federation Low student performance Korea Finland Dubai (UAE) Israel Turkey Bulgaria Singapore Kazakhstan Montenegro Argentina Chile Uruguay Romania Trinidad and Tobago Albania Serbia High equity Low average performance High social equity Mexico Thailand Brazil Jordan Colombia Tunisia Azerbaijan Indonesia Hong Kong-China Macao-China

3 3 Tools Standards Processes Curricula Selection People Teachers Technology Preparation Practices Principals Assessments Instruction Student Intervention learning Support Families systems Recruitment/induction Policies Support and personnel alignment Work Data organisation systems Development Supervision Retention

4 4 Teacher policies The past Some students learn at high levels Student inclusion The most effective systems All students learn at high levels Curriculum, instruction and assessment Routine cognitive skills for lifetime jobs Learning to learn, complex ways of thinking, ways of working Teacher quality Taught to teach established content Tayloristic, hierarchical Primarily to authorities Work organisation Teacher evaluation and accountability High-level professional knowledge workers Flat, collegial, differentiated and diverse careers Also to peers and stakeholders

5 5 How teachers are recruited into the profession and educated Great systems attract great teachers Last year Finland had over 6000 applicants for 600 jobs. Great systems prioritize the quality of teachers over the size of classes. Salaries matter but career prospects, career diversity and giving teachers responsibility as professionals and leaders of reform are equally important.

6 Spain New Zealand Germany Australia Finland Sweden Belgium (Fl.) Scotland Belgium (Fr.) Denmark France England Korea Netherlands Austria Greece Portugal Estonia Poland Norway United States Italy Israel Slovenia Hungary Iceland Czech Republic New York, March Teacher salaries relative to workers with college degrees Ratio of salary after 15 years of experience/minimum training to earnings for full-time full-year workers with tertiary education aged 25 to Source: OECD, Education at a Glance 2010, Table 3.1 (Fig 1.1 )

7 Portugal Spain Switzerland Belgium Korea Luxembourg Germany Greece Japan Australia United Kingdom New Zealand France Netherlands Denmark Italy Austria Czech Republic Hungary Norway Iceland Ireland Mexico Finland Sweden United States Poland Slovak Republic New York, March High performing systems often prioritize the quality of teachers over the size of classes Contribution of various factors to upper secondary teacher compensation costs per student as a percentage of GDP per capita (2004) Salary as % of GDP/capita Instruction time 1/teaching time 1/class size Percentage points Difference with OECD average

8 12 Percentage of OECD countries in which the following factors shape teacher pay Years of experience as a teacher Additional management responsibilities 84% 10 Teaching in a disadvantaged, remote or high cost area Special tasks (career guidance, counselling) 66% 72% Teaching courses in a particular field A higher initial educational qualification A higher certification or training obtained during professional life Outstanding performance in teaching 31% 44% 66% 69% Source: OECD, Education at a Glance (Fig 3.6 )

9 13 How teachers are recruited into the profession and educated The status of teaching is not a static attribute of culture but has, in some countries, changed significantly. Top-down initiatives alone were often insufficient to achieve deep and lasting changes (You can mandate compliance but you need to unleash excellence).

10 New York, March 2011 System s accountability arrangements 16 School autonomy, accountability and student performance Impact of school autonomy on performance in systems with and without PISA score in reading 500 accountability arrangements Systems with more accountability Systems with less accountability School autonomy in resource allocation Schools with more autonomy Schools with less autonomy

11 17 Interesting practices to bring in a wider background of teachers Opening the teaching profession to individuals with relevant experience outside education not just in vocational programs. Recognizing the skills and experience gained outside education and reflecting those in starting salaries. Enabling appropriately qualified entrants, including mature student teacher trainees to start working and earning a salary before acquiring teacher education qualifications. Offering more flexible approaches to teacher education that provide opportunities for part-time study and distance learning, and that give credits for relevant qualifications and experience.

12 18 New York, March 2011

13 19 How teachers are developed in service and supported No matter how good the pre-service education for teachers is it cannot prepare teachers for rapidly changing challenges throughout their careers High-performing systems rely on ongoing professional to update individuals knowledge of a subject in light of recent advances update skills and approaches in light of new teaching techniques, new circumstances, and new research enable teachers to apply changes made to curricula or teaching practice enable schools to develop and apply new strategies concerning the curriculum and teaching practice exchange information and expertise among teachers and others help weaker teachers become more effective. Effective professional development is on-going includes training, practice and feedback, and adequate time and follow-up support

14 New York, March 2011 Brazil Lithuania Spain Malta Mexico Source: OECD, TALIS Table 3.6 (Fig 2.1 Building a High-Quality Teaching Profession) Norway Austria Turkey TALIS Average Italy Denmark Portugal Summit 11 average Hungary Estonia Korea Malaysia Bulgaria Iceland Ireland Slovenia Poland Slovak Republic Belgium (Fl.) Australia 20 % Percentage of teachers without mentoring and induction No formal induction process No formal mentoring process

15 Creating Effective Teaching and Learning Environments Impact Participation Impact Participation Impact Participation Impact Participation Impact Participation Impact Participation Impact Participation Impact Participation Impact Participation OECD Teaching and Learning International Study (TALIS) 21 % Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work Comparison of teachers participating in professional development activities and teachers reporting moderate or high level impact by types of activity TALIS Average Individual Qualification and programmes collaborative research Informal dialogue to improve teaching Reading professional literature Courses and workshops Professional development network Mentoring and peer observation Observation visits to other schools Education conferences and seminars Figure 3.15

16 Creating Effective Teaching and Learning Environments Impact Participation Impact Participation Impact Participation Impact Participation Impact Participation Impact Participation Impact Participation Impact Participation Impact Participation OECD Teaching and Learning International Study (TALIS) 22 % Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work Comparison of teachers participating in professional development activities and teachers reporting moderate or high level impact by types of activity TALIS Average Individual Qualification and programmes collaborative research Informal dialogue to improve teaching Reading professional literature Courses and workshops Professional development network Mentoring and peer observation Observation visits to other schools Education conferences and seminars

17 Conflict with work schedule No suitable professional development Family responsibilities Too expensive Lack of employer support Did not have the prerequisites 23 Teacher demand for professional development is often not met, sometimes for lack of time, sometimes for lack of opportunity % 50 Among those teachers who wanted more development than they received (TALIS averages) Source: OECD, TALIS Table 3.7 (Fig 2.3 )

18 24 70 % It s not just about more of the same For what type of professional development do teachers report a high level of need? TALIS Average Teaching special learning needs students ICT teaching skills Student discipline and behaviour problems Instructional practices Subject field Student counselling Content and performance standards Student assessment practices Teaching in a multicultural setting Areas are ranked in descending order of the international average where teachers report a high level of need for development. Source: OECD. Table 3.2 Classroom management School management and administration

19 28 Employment conditions The predominant employment model remains career-based but some countries have introduced position-based systems many countries have probationary periods and an increasing number require periodic renewal of licenses. Limited but increasing career diversity both horizontally and vertically. Some efforts to improve mobility between schools and with other occupations. Countries struggle with transparency in teacher labour market but some have all vacancies posted, and provide websites where the information is centralized or establish a network of agencies to co-ordinate and foster recruitment activities. Schools have become more involved in personnel management.

20 29 Percentage of public and private schools that have considerable autonomy over Selecting teachers for hire Dismissing teachers Source: OECD, PISA 2009 Database, T able I V.3.5 (Fig 2.7 ) New Zealand Netherlands Czech Republic Hungary Slovak Republic Shanghai-China Denmark Sweden Slovenia Russian Federation United Kingdom United States Poland Hong Kong-China Switzerland Belgium Norway Chile Israel OECD average Ireland Australia Canada Qatar Argentina Mexico Finland Korea Spain Germany Indonesia Japan Colombia Brazil Singapore Portugal Austria Italy Greece

21 30 New York, March 2011

22 Italy Spain Portugal Ireland Brazil Iceland Norway Austria Australia Belgium (Fl.) Malta Turkey Mexico Denmark Poland Korea Slovenia Hungary Estonia Slovak Republic Lithuania Malaysia Bulgaria 31 Some teachers are left alone Teachers who received no appraisal or feedback and teachers in schools that had no school evaluation in the previous five years % No appraisal or feedback No school evaluation Countries are ranked in descending order of the percentage of teachers who have received no appraisal or feedback. Source: OECD. Table 5.1 and 5.3

23 32 How teachers are evaluated and compensated Criteria used to evaluate teachers include teacher qualifications, including teacher credentials, years of service, degrees, certifications and relevant professional development how teachers operate in the classroom setting, including attitudes, expectations and personal characteristics, as well as strategies, methods and actions employed in their interaction with students; and measures of teacher effectiveness, based on assessment of how teachers contribute to students learning outcomes as well as their knowledge of their field and pedagogical practice In most countries, teachers value appraisal and feedback highly and report that it improves their job satisfaction and personal development, widens their repertoire of pedagogical practices and improves their effectiveness. In many countries, appraisal and feedback have limited impact on public recognition, professional development, careers and pay.

24 Malaysia Lithuania Bulgaria Poland Slovenia Estonia Slovak Republic Brazil Mexico Denmark TALIS Average Hungary Norway Iceland Italy Korea Australia Ireland Spain Turkey Portugal Austria Malta Belgium (Fl.) New York, March % Does appraisal and feedback make a difference for the job? Opportunities for professional development activities A change in the likelihood of career advancement Public recognition from the principal and/or colleagues Changes in work responsibilites that make the job more attractive Countries are ranked in descending order of changes in teachers' opportunities for professional development activities. Source: OECD. Table 5.5.

25 % 80 Teachers report on impact of appraisal and feedback in their school Increased monetary or non-monetary rewards for improving quality of teaching Increased monetary or non-monetary rewards for more innovative teaching School principal alters monetary rewards of persistently underperforming teacher Teachers will be dismissed because of sustained poor performance Source: OECD. Table 5.9.

26 37 How much autonomy public and private schools have over salaries Establishing teachers starting salaries Determining teachers salaries increases Source: OECD, PISA 2009 Database, T able I V.3.5 (Fig 2.7 ) Czech Republic Netherlands Sweden United Kingdom Hungary Slovak Republic Chile Shanghai-China Russian Federation Indonesia Denmark Hong Kong-China United States OECD average Colombia Japan Australia Poland New Zealand Israel Finland Brazil Switzerland Norway Mexico Korea Estonia Slovenia Iceland Luxembourg Portugal Singapore Canada Italy Spain Germany Argentina Turkey Austria Ireland Greece Belgium

27 38 Coherence of policy and practice Alignment of policies across all aspects of the system Coherence of policies over sustained periods of time Consistency of implementation Fidelity of implementation

28 39 Find out more about our work at U.S. White House Thank you! and remember: Without data, you are just another person with an opinion

29 40 New York, March 2011 Backup slides

30 Portugal Turkey Serbia Albania Panama Kazakhstan Dubai (UAE) Indonesia Colombia Brazil Shanghai-China United States Peru Singapore Jordan Canada Trinidad and Tobago Denmark United Kingdom Australia Azerbaijan Mexico Qatar New Zealand Thailand Estonia Russian Federation Ireland Sweden Argentina Chile Iceland Chinese Taipei Italy Slovak Republic Uruguay Hong Kong-China Spain Montenegro Switzerland Kyrgyzstan Hungary Czech Republic OECD average Liechtenstein Greece Croatia Latvia Macao-China Belgium Romania Israel Netherlands Korea Austria Luxembourg Germany Norway Lithuania France Bulgaria Tunisia Finland Poland Slovenia Japan New York, March Students views of teacher-student relations % Most of my teachers are interested in my well-being Source: OECD, PISA 2009 Database, T able I V.4.1 (Fig 2.6 )

31 Kazakhstan Albania Azerbaijan Shanghai-China Portugal Canada Kyrgyzstan Hong Kong-China Chinese Taipei United Kingdom United States Singapore New Zealand Turkey Dubai (UAE) Latvia Netherlands Indonesia Peru Estonia Australia Finland Belgium Korea Thailand Switzerland Russian Federation Iceland Sweden Trinidad and Tobago Qatar Jordan France Bulgaria Slovak Republic Colombia Denmark Panama OECD average Mexico Czech Republic Lithuania Macao-China Brazil Liechtenstein Chile Ireland Hungary Italy Tunisia Montenegro Norway Slovenia Romania Poland Luxembourg Serbia Germany Israel Croatia Spain Argentina Austria Uruguay Japan Greece New York, March Students views of teacher-student relations % If I need extra help, I will receive it from my teachers Source: OECD, PISA 2009 Database, T able I V.4.1 (Fig 2.6 )

32 43 How much autonomy individual schools have over resource allocation Only principals and/or teachers have considerable responsibility to: Determining course content Deciding which courses are offered Source: OECD, PISA 2009 Database, T able I V.3.5 (Fig 2.7 ) Macao-China Poland Japan Korea Thailand Netherlands Czech Republic Hong Kong-China Chinese Taipei New Zealand United Kingdom Indonesia Colombia Estonia Sweden Dubai (UAE) Iceland Kyrgyzstan Italy Denmark Peru Israel Lithuania Hungary Slovak Republic Romania Australia OECD average Shanghai-China Singapore Chile Liechtenstein Panama Austria United States Albania Brazil Slovenia Finland Belgium Spain Qatar Norway Ireland Argentina Azerbaijan Germany Switzerland Trinidad and Tobago Russian Federation Latvia Mexico Canada Croatia Kazakhstan Bulgaria Turkey Luxembourg Jordan Montenegro Portugal Tunisia Uruguay Serbia Greece

33 Lithuania Germany Denmark Croatia Hong Kong-China Korea Macao-China Portugal Hungary New Zealand Chile Italy Panama Qatar Score point difference Parental support at the beginning of primary school Score point difference between students whose parents often do (weekly or daily) and those who do not: "talk about what they had done"

34 Israel Singapore Belgium Qatar Macao-China Italy France Hong Kong-China Switzerland Denmark United Kingdom Liechtenstein Dubai (UAE) Greece Kyrgyzstan Uruguay Argentina Shanghai-China Germany Spain New Zealand Australia Slovak Republic Sweden Brazil Hungary Luxembourg Mexico Thailand Trinidad and Tobago Canada OECD average Chinese Taipei Indonesia Poland Iceland Kazakhstan Panama Romania Czech Republic Japan Tunisia Peru Austria Jordan Bulgaria Norway Albania Azerbaijan Russian Federation Colombia Portugal Chile United States Lithuania Turkey Serbia Montenegro Netherlands Ireland Slovenia Croatia Finland Korea Latvia Estonia Score point difference New York, March Beyond schooling Performance difference between students who had attended preprimary school for more than one year and those who did not Observed performance advantage Performance advantage after accounting for socio-economic factors

35 United States Czech Republic Estonia Germany Switzerland Denmark Canada Norway Sweden Russian Federation4 Austria3 Slovenia Israel Slovak Republic New Zealand Hungary Finland United Kingdom3 Netherlands Luxembourg EU19 average OECD average France Australia Iceland Belgium Poland Ireland Korea Chile2 Greece Italy Spain Turkey Portugal Mexico Brazil2 New York, March A world of change in baseline qualifications Approximated by percentage of persons with high school or equivalent qualfications in the age groups 55-64, 45-55, und years 1990s 1980s 1970s 1960s % Excluding ISCED 3C short programmes 2. Year of reference Including some ISCED 3C short programmes 3. Year of reference 2003.

36 Percent addition to GDP 47 Relationship between test performance and economic outcomes Annual improved GDP from raising performance by 25 PISA points 40% 35% 30% 25% 20% 15% 10% 5% 0%

37 United States Japan Germany United Kingdom France Italy Mexico Spain Korea Canada Turkey Australia Poland Netherlands Belgium Sweden Greece Czech Republic Austria Norway Switzerland Portugal Hungary Denmark Finland Ireland New Zealand Slovak Republic Luxembourg Iceland New York, March Increase average performance by 25 PISA points (Total 115 trillion $) bn$ Potential increase in economic output (bn $)

38 49 High science performance Chinese Taipei Estonia Liechtenstein United Kingdom Czech Republic Macao-China Ireland France Iceland United States Norway Portugal Finland 560 Hong Kong-China Canada Japan Australia New Zealand Netherlands Slovenia Korea Switzerland Germany 510 Austria Belgium Hungary Sweden Croatia Poland Denmark Slovak Republic, Spain, Latvia Lithuania Russian Luxembourg Federation Italy Greece Average performance of 15-year-olds in science extrapolate and apply 460 Israel Thailand Montenegro Brazil Turkey Jordan Romania 410 Mexico Indonesia Argentina Colombia Tunisia Azerbaijan 360 Qatar Kyrgyzstan Low science performance

39 United States Mexico Turkey Germany Italy Japan France Spain United Kingdom Poland Canada Greece Korea Australia Portugal Belgium Netherlands Norway Sweden Austria Czech Republic Switzerland Hungary Denmark Ireland Slovak Republic New Zealand Luxembourg Finland Iceland New York, March Raise everyone to minimum of 400 PISA points bn$ Potential increase in economic output (bn $)

40 Mexico Turkey Greece Portugal Italy Luxembourg United States Spain Poland Germany Norway Hungary Slovak Republic Belgium France Denmark Austria Sweden Iceland Switzerland Czech Republic Ireland United Kingdom New Zealand Australia Netherlands Japan Canada Korea Finland 51 Raise everyone to minimum of 400 PISA points % currrent GDP 1200% 1000% 800% 600% 400% 200% 0%

Against the odds. Overcoming school failure Paris, 11 February Against the odds

Against the odds. Overcoming school failure Paris, 11 February Against the odds 1 Overcoming school failure Paris, Andreas Schleicher Education Policy Advisor of the OECD Secretary-General 2 r In the current economic environment Labour-market entry becomes more difficult as young

More information

How the U.S. and Other Countries Compare: Lessons Learned International Data

How the U.S. and Other Countries Compare: Lessons Learned International Data 1 National Conference on Student Assessment How the U.S. and Other Countries Compare: Lessons Learned International Data CCSSO San Diego June 22, 2015 Andreas Schleicher Increased likelihood of positive

More information

Highlights. Measuring up: Canadian Results of the OECD PISA Study The Performance of Canada s Youth in Reading, Mathematics and Science

Highlights. Measuring up: Canadian Results of the OECD PISA Study The Performance of Canada s Youth in Reading, Mathematics and Science Measuring up: Canadian Results of the OECD PISA Study The Performance of s Youth in Reading, Mathematics and Science 2009 First Results for Canadians Aged 15 Highlights Human Resources and Skills Development

More information

Is the sky the limit to educational improvement?

Is the sky the limit to educational improvement? 1 Woodrow Wilson Center Conference Washington, D.C., 16 July 2009 Prof. Head, Indicators and Analysis Division OECD Directorate for Education 2 There is nowhere to hide The yardstick for success is no

More information

Educational Decentralization and School Based Management: The Case of Hong Kong

Educational Decentralization and School Based Management: The Case of Hong Kong Educational Decentralization and School Based Management: The Case of Hong Kong Esther Sui-chu Ho, Professor, Department of Educational Administration and Policy Director of HKPISA Center, Faculty of Education,

More information

How the world s school systems perform - and why this matters

How the world s school systems perform - and why this matters 1 (PISA) How the world s school systems perform - and why this matters OECD s 2006 PISA survey of the knowledge and skills of 15-year-olds Paris, 20 February 2008 Barbara Ischinger OECD Directorate for

More information

PISA Test results for the European School of Luxembourg Bettina Böhm Ulrich Keller

PISA Test results for the European School of Luxembourg Bettina Böhm Ulrich Keller 1 PISA 2006 Test results for the European School of Luxembourg Bettina Böhm Ulrich Keller Structure PISA 2006 An overview Sample tasks in science Mean performance of students in the EU Test results and

More information

What can we learn from PISA?

What can we learn from PISA? What can we learn from PISA? PETER ADAMS Senior Manager PISA-based Test for Schools OECD ICEMEA 5-6 Nov 2017 About PISA The heart of PISA is an internationally agreed set of tests in mathematics, reading,

More information

Investing in Human and Social Capital: New Challenges ISSUES FOR DISCUSSION

Investing in Human and Social Capital: New Challenges ISSUES FOR DISCUSSION Investing in Human and Social Capital: New Challenges ISSUES FOR DISCUSSION OECD Education Ministerial Meeting Paris, 4-5 November 2010 MATCHING SKILLS TO NEW NEEDS 5 Theme 2 Matching skills to new needs

More information

In which countries and schools do disadvantaged students succeed? PISA in Focus #80

In which countries and schools do disadvantaged students succeed? PISA in Focus #80 In which countries and schools do disadvantaged students succeed? PISA in Focus #80 In which countries and schools do disadvantaged students succeed? Despite being from among the poorest 25% in their country,

More information

T E A CH I N G A N D LEARNING INT E RNAT IONAL S URV E Y TALIS 2018 SURVEY

T E A CH I N G A N D LEARNING INT E RNAT IONAL S URV E Y TALIS 2018 SURVEY T E A CH I N G A N D LEARNING INT E RNAT IONAL S URV E Y TALIS 2018 SURVEY John Nordahl We need to attract the best and brightest to join the profession. Teachers are the key in today s knowledge economy,

More information

PISA-based OECD Test for Schools: A Blueprint for School Improvement

PISA-based OECD Test for Schools: A Blueprint for School Improvement NWEA.org 2016 Northwest Evaluation Association. Partnering to help all kids learn PISA-based OECD Test for Schools: A Blueprint for School Improvement Presented by Dr. Terri L. Breeden, Shaker Heights

More information

State of Assessment: How Does Texas Measure Up?

State of Assessment: How Does Texas Measure Up? State of Assessment: How Does Texas Measure Up? PAUL GRAY CAMT 2017 SESSION 2222, JULY 11, 2017 @texmathguy #TXAlgReas Overview Texas Journey of Math Assessment National Story of Math Assessment International

More information

and the proportion of young adults who were neither employed nor in education or training (NEET) slightly increased during the crisis.

and the proportion of young adults who were neither employed nor in education or training (NEET) slightly increased during the crisis. UNITED STATES The 2013 edition of Education at a Glance 1 offers a snapshot of how people who participate in and benefit from education, fared during the worst economic crisis seen in decades. The crisis

More information

OECD Test For Schools January 15, 2015

OECD Test For Schools January 15, 2015 OECD Test For Schools January 15, 2015 PRESENTATION TO THE SCHOOL COMMIT TEE Talking Points Develop a deeper understanding of the OECD Test for Schools and the type of questions tested Unpack the school

More information

English INFORMATION ABOUT THE PISA STUDY 2018

English INFORMATION ABOUT THE PISA STUDY 2018 English INFORMATION ABOUT THE PISA STUDY 2018 The PISA study PISA stands for Programme for International Student Assessment and is an international study conducted by the Organisation of Economic Cooperation

More information

Highlights From PISA 2009:

Highlights From PISA 2009: NCES 2011-004 U.S. DEPARTMENT OF EDUCATION Highlights From PISA 2009: Performance of U.S. 15-Year-Old Students in Reading, Mathematics, and Science Literacy in an International Context Highlights From

More information

Students Drive and Motivation

Students Drive and Motivation 23 Students Drive and Motivation This chapter explores several indicators related to students drive and motivation: perseverance, openness to problem solving, perceived control over success in mathematics

More information

Science competencies for tomorrow s world

Science competencies for tomorrow s world 1 () Science competencies for tomorrow s world Seeing education in Norway through the prism of Oslo, 10 December 2007 Andreas Schleicher Head, Indicators and Analysis Division OECD Directorate for Education

More information

QUELLES PRIORITES EDUCATIVES POUR

QUELLES PRIORITES EDUCATIVES POUR France Strategie QUELLES PRIORITES EDUCATIVES POUR 2017-2027 Question: Que faut-il changer dans l École pour qu'elle fasse progresser l'ensemble des élèves et réduise le poids des déterminismes sociaux?

More information

Education and skills. Montserrat Gomendio. EWA (United States, December 2015) Deputy Director for Education and Skills

Education and skills. Montserrat Gomendio. EWA (United States, December 2015) Deputy Director for Education and Skills Education and skills EWA (, December 2015) Montserrat Gomendio Deputy Director for Education and Skills 1 Some 70 % of 4-year-olds are enrolled in pre-primary education Chart C2.1. Enrolment rates at age

More information

Department of Education and Skills. Memorandum

Department of Education and Skills. Memorandum Department of Education and Skills Memorandum Irish Students Performance in PISA 2012 1. Background 1.1. What is PISA? The Programme for International Student Assessment (PISA) is a project of the Organisation

More information

PISA 2006: Science Competencies for Tomorrow s World. OECD briefing note for the United States

PISA 2006: Science Competencies for Tomorrow s World. OECD briefing note for the United States PISA 2006: Science Competencies for Tomorrow s World NO MEDIA OR WIRE TRANSMISSION BEFORE 4 DECEMBER 2007, 10:00 PARIS TIME OECD briefing note for the United States What the OECD indicators have shown

More information

Teacher Training: Evidence from TALIS 2013 Julie Bélanger OECD Directorate for Education and skills

Teacher Training: Evidence from TALIS 2013 Julie Bélanger OECD Directorate for Education and skills Teacher Training: Evidence from TALIS 2013 Julie Bélanger OECD Directorate for Education and skills TALIS in brief Over 100 thousand randomly selected lower secondary teachers and their school leaders

More information

Skills, Not Just Diplomas Findings from regional report on Eastern Europe and Central Asia (ECA) and ongoing World Bank work

Skills, Not Just Diplomas Findings from regional report on Eastern Europe and Central Asia (ECA) and ongoing World Bank work Skills, Not Just Diplomas Findings from regional report on Eastern Europe and Central Asia (ECA) and ongoing World Bank work Presentation at launch Eschborn, Germany Lars Sondergaard, October 25, 2011

More information

Membership Fact Sheet January 2018

Membership Fact Sheet January 2018 For assistance with media or press requests, please contact the ICF Headquarters Marketing Department at ICFpr@coachfederation.org or +1.859.219.3580. Founded in 1995, the International Coach Federation

More information

ACADEMIC INFORMATION CENTRE

ACADEMIC INFORMATION CENTRE ACADEMIC INFORMATION CENTRE bilde LATVIA ABOUT LATVIA Bilde Member of European Union Capital Riga 1,9 million inhabitants State language Latvian Currency EUR Maritime climate - warm in summer (20 o C),

More information

Membership Fact Sheet March 2018

Membership Fact Sheet March 2018 For assistance with media or press requests, please contact the ICF Headquarters Marketing Department at ICFpr@coachfederation.org or +1.859.219.3580. Founded in 1995, the International Coach Federation

More information

Using TIMSS to Consider Education Achievements and Aspirations in Bahrain

Using TIMSS to Consider Education Achievements and Aspirations in Bahrain Using TIMSS to Consider Education Achievements and Aspirations in Bahrain Ina V.S. Mullis Michael O. Martin Executive Directors TIMSS & PIRLS International Study Center Boston College 3 rd QQA Conference

More information

2009 Council of Chief State School Officers and Pearson Foundation Finland Delegation Pre-Reading Materials Table of Contents

2009 Council of Chief State School Officers and Pearson Foundation Finland Delegation Pre-Reading Materials Table of Contents 2009 Council of Chief State School Officers and Pearson Foundation Finland Delegation Pre-Reading Materials Table of Contents I. Finnish Educational System Diagram pg. 2 II. OECD Pisa Results and Related

More information

Low-Performing Students

Low-Performing Students PISA Low-Performing Students WHY THEY FALL BEHIND AND HOW TO HELP THEM SUCCEED Programme for International Student Assessment PISA Low-Performing Students Why They Fall Behind and How To Help Them Succeed

More information

Conceptual Framework for Studying the Effects of ICT in Education

Conceptual Framework for Studying the Effects of ICT in Education International Expert Meeting on ICT in Education Indicators, Busan, South-Korea, 7-9 July 2009 1 Conceptual Framework for Studying the Effects of ICT in Education Friedrich Scheuermann European Commission,

More information

About TIMSS 2015 TIMSS 2015

About TIMSS 2015 TIMSS 2015 About TIMSS 2015 In 2015, IEA and its TIMSS & PIRLS at Boston College conducted TIMSS 2015 at fourth and eighth grades and TIMSS Advanced 2015 for students in the final year of secondary school enrolled

More information

INTERNATIONAL SCHOLARS BY DEPARTMENT & COUNTRY OF CITIZENSHIP (International Postdocs, Researchers, Faculty)

INTERNATIONAL SCHOLARS BY DEPARTMENT & COUNTRY OF CITIZENSHIP (International Postdocs, Researchers, Faculty) INTERNATIONAL SCHOLARS BY DEPARTMENT & COUNTRY OF CITIZENSHIP (International Postdocs, Researchers, Faculty) Department Total Andlinger Center for Energy and Environment 3 Denmark 1 Netherlands 1 Anthropology

More information

Table 1: TSQM Version 1.4 Available Translations

Table 1: TSQM Version 1.4 Available Translations Quintiles, Inc. 1 Tables 1, 2, & 3 below list the existing and available translations for the TSQM v1.4, TSQM vii, TSQM v9. If Quintiles does not have a translation that your Company needs, please email

More information

OECD PISA Study Provides International Comparative Data on Schooling Outcomes

OECD PISA Study Provides International Comparative Data on Schooling Outcomes OECD Centres Germany Berlin (-0) Japan Tokyo (1-) 1 Mexico Mexico (-) 10 United States Washington (1-) AUSTRALIA AUSTRIA BELGIUM CANADA CZECH REPUBLIC DENMARK FINLAND FRANCE GERMANY GREECE HUNGARY ICELAND

More information

Education at a Glance 2006 Highlights

Education at a Glance 2006 Highlights Education at a Glance 2006 Highlights ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT EXECUTIVE SUMMARY Education at a Glance 2006 provides a rich, comparable and up-to-date collection of indicators

More information

ACTIVE DUTY MILITARY PERSONNEL STRENGTHS BY REGIONAL AREA AND BY COUNTRY (309A) September 30, 2003

ACTIVE DUTY MILITARY PERSONNEL STRENGTHS BY REGIONAL AREA AND BY COUNTRY (309A) September 30, 2003 United States and Territories Continental United States (CONUS) * 974,571 367,264 190,584 132,752 283,971 Alaska 16,282 6,327 95 22 9,838 Hawaii 34,203 15,985 8,381 5,161 4,676 Guam 3,293 40 1,494 4 1,755

More information

Complex Systems Working Group INCOSE IW 2018 Meeting Schedule. Session Day/Time Topic(s) Sunday 21 Jan :00 5:00 PM

Complex Systems Working Group INCOSE IW 2018 Meeting Schedule. Session Day/Time Topic(s) Sunday 21 Jan :00 5:00 PM Session Day/Time Topic(s) Sunday 21 Jan 2018 1:00 5:00 PM 1:00 2:30 PM 2:30 3:30 PM 3:30 5:00 PM 23 Jan 2018 9:00 11:00 AM 23 Jan 2018 11:15 AM 12:15 PM Complex Systems Working Group INCOSE IW 2018 Meeting

More information

National Academies STEM Workforce Summit

National Academies STEM Workforce Summit National Academies STEM Workforce Summit September 21-22, 2015 Irwin Kirsch Director, Center for Global Assessment PIAAC and Policy Research ETS Policy Research using PIAAC data America s Skills Challenge:

More information

UnFinnished Business: Education Policy Lessons from Finland

UnFinnished Business: Education Policy Lessons from Finland UnFinnished Business: Education Policy Lessons from Finland Pasi Sahlberg, PhD Director General CIMO (Ministry of Education) Helsinki www.pasisahlberg.com www.pasisahlberg.com FINLAND Education system

More information

Demography Briefing: Global

Demography Briefing: Global Demography Briefing: Global December 1, 15 Dr. Edward Yardeni 516-972-7683 eyardeni@ Please visit our sites at www. blog. thinking outside the box Table Of Contents Table Of Contents GLOBAL: Total Fertility

More information

Collaborative problem solving. PISA in Focus #78

Collaborative problem solving. PISA in Focus #78 Collaborative problem solving PISA in Focus #78 What the data tell us Student performance in collaborative problem solving Students in Singapore score higher in collaborative problem solving than students

More information

Twenty years of TIMSS in England. NFER Education Briefings. What is TIMSS?

Twenty years of TIMSS in England. NFER Education Briefings. What is TIMSS? NFER Education Briefings Twenty years of TIMSS in England What is TIMSS? The Trends in International Mathematics and Science Study (TIMSS) is a worldwide research project run by the IEA 1. It takes place

More information

Introduction to Qualifications Frameworks

Introduction to Qualifications Frameworks Analysis of international experience in national and European Qualifications Framework issues Introduction to Qualifications Frameworks Dr Mike Coles Moscow 10 October 2006 National qualifications frameworks

More information

The European Higher Education Area - Achieving the Goals

The European Higher Education Area - Achieving the Goals The European Higher Education Area - Achieving the Goals Communiqué of the Conference of European Ministers Responsible for Higher Education, Bergen, 19-20 May 2005 We, Ministers responsible for higher

More information

Overall student visa trends June 2017

Overall student visa trends June 2017 Overall student visa trends June 2017 Acronyms Acronyms FSV First-time student visas The number of visas issued to students for the first time. Visas for dependants and Section 61 applicants are excluded

More information

The Global Business School

The Global Business School The Global Business School The world is changing, but business schools are not. Global change is transforming everything around us. And it calls for something new. A different type of school, a different

More information

Toyota. Auris. GREEN Means ESC is standard fit buy this model with confidence.

Toyota. Auris. GREEN Means ESC is standard fit buy this model with confidence. Auris 1. Denmark 2. Estonia 3. Finland 4. Germany 5. Italy 6. Latvia 7. Lithuania 8. Spain 9. Sweden 10. Austria 11. Portugal 12. France 13. Netherlands 14. Belgium 15. Bulgaria 16. Luxembourg 17. Romania

More information

Introduction Research Teaching Cooperation Faculties. University of Oulu

Introduction Research Teaching Cooperation Faculties. University of Oulu University of Oulu Founded in 1958 faculties 1 000 students 2900 employees Total funding EUR 22 million Among the largest universities in Finland with an exceptionally wide scientific base Three universities

More information

Education and Training Statistics

Education and Training Statistics 19 Education (INES activities) To produce and publish indicators and analysis on the operation, evolution and impact of education, from early childhood through formal education to learning and training

More information

Clinical Network of EB Centres and Experts

Clinical Network of EB Centres and Experts Clinical Network of EB Centres and Experts EB-CLINET EB support around the world DEBRA International Congress 22-25 September 2016, Zagreb, Croatia Gabriela Pohla-Gubo, PhD Department of Dermatology EB

More information

PISA for Tomorrow s World. P r o g r a m m e f o r I n t e r n a t i o n a l S t u d e n t A s s e s s m e n t. Volume 1: Analysis

PISA for Tomorrow s World. P r o g r a m m e f o r I n t e r n a t i o n a l S t u d e n t A s s e s s m e n t. Volume 1: Analysis PISA 2006 Science Competencies for Tomorrow s World Volume 1: Analysis P r o g r a m m e f o r I n t e r n a t i o n a l S t u d e n t A s s e s s m e n t Programme for International Student Assessment

More information

Indicator C1 Who participates in education?

Indicator C1 Who participates in education? Education at a Glance 2014 OECD indicators 2014 Education at a Glance 2014: OECD Indicators For more information on Education at a Glance 2014 and to access the full set of Indicators, visit www.oecd.org/edu/eag.htm.

More information

Building Capacity for STEM Education for All

Building Capacity for STEM Education for All Building Capacity for STEM Education for All 2015 Midwest Regional Noyce Connections Conference Omaha, Nebraska Yvonne M. Spicer, Ed.D., DTE, Vice President Advocacy and Educational Partnerships National

More information

Annual Statistics

Annual Statistics 2017-2018 Annual Statistics International Students and Scholars Office Office of the Vice Provost for International Affairs B-50 Caldwell Hall, Ithaca, NY 14853 http://isso.cornell.edu . ISSO Staff Page

More information

Bildung and EU benchmarking

Bildung and EU benchmarking Bildung and EU benchmarking EUNEC seminar Bildung in a lifelong learning perspective Budapest May 2011 Richard Deiss, European Commission, DG Education and Culture ecdc.europa.eu Looking back (programme

More information

European Research Council Established by the European Commission

European Research Council Established by the European Commission ERC Advanced Grants 216 Outcome: Indicative statistics Reproduction is authorised provided the source 'ERC' is acknowledged. NB: In these graphs, 'grantee' refers to a candidate selected for ERC funding.

More information

European Research Council

European Research Council European Research Council ERC Consolidator Grants 2017 Outcome: Indicative statistics Reproduction is authorised provided the source 'ERC' is acknowledged. NB: In these graphs, 'grantee' refers to a candidate

More information

dr Grzegorz Kula, Erasmus+ 2018/2019 Information about the exchange

dr Grzegorz Kula, Erasmus+ 2018/2019 Information about the exchange Erasmus+ 2018/2019 Information about the exchange Who can go? All students (BA, MA, PhD) except from the first year students of BA studies, and the last year students of MA studies. Each student for 12

More information

Inclusive Education: An International Perspective on Policies and Practices.

Inclusive Education: An International Perspective on Policies and Practices. Inclusive Education: An International Perspective on Policies and Practices Stockholm, September 2009 Dr. Cor Meijer, director www.european-agency.org Member countries of the Agency Presently, the Agency

More information

OVERVIEW OF PISA. PISA An Overview

OVERVIEW OF PISA. PISA An Overview 1 OVERVIEW OF PISA PISA 2009 - An Overview Are students well prepared to meet the challenges of the future? Can they analyze, reason, and communicate their ideas effectively? Have they found the interests

More information

Ready for Tomorrow's World? The Competencies of Irish 15-year-olds in PISA 2006

Ready for Tomorrow's World? The Competencies of Irish 15-year-olds in PISA 2006 Ready for Tomorrow's World? The Competencies of Irish 15-year-olds in PISA 2006 Summary Report Eemer Eivers Gerry Shiel Rachel Cunningham ISBN 0-7557-7593-7 9 780755 775934 Prepared for the Department

More information

Building Better Teachers in the Caribbean

Building Better Teachers in the Caribbean Building Better Teachers in the Caribbean Barbara Bruns, Lead ducation conomist World Bank Regional Learning vent Improving Teaching and Learning Outcomes in the nglish-speaking Caribbean Countries with

More information

While most IEA members are countries, some are education systems representing regions within countries.

While most IEA members are countries, some are education systems representing regions within countries. Chapter INTRODUCTION OVERVIEW In 994-95, the International Association for the Evaluation of Educational Achievement (IEA) conducted the Third International Mathematics and Science Study (TIMSS) in 4 countries.

More information

Electricity Generation Potential related to Full Load Hours in the year 2050

Electricity Generation Potential related to Full Load Hours in the year 2050 Nov 211 Electricity Generation Potential related to in the year 25 Results generated at DLR with the model REMix, developed by Yvonne Scholz (yvonne.scholz@dlr.de). In the following, some examples of the

More information

The Role of International Assessments of Cognitive Skills in the Analysis of Growth and Development

The Role of International Assessments of Cognitive Skills in the Analysis of Growth and Development The Role of International Assessments of Cognitive Skills in the Analysis of Growth and Development Eric A. Hanushek Stanford University Ludger Woessmann University of Munich, ifo Institute International

More information

Records from European Medical Schools at ECFMG Programme by Country: Performance Data of Applicants to ECFMG

Records from European Medical Schools at ECFMG Programme by Country: Performance Data of Applicants to ECFMG Records from European Medical Schools at ECFMG Programme by Country: Performance Data of Applicants to ECFMG James A. Hallock, MD President and Chief Executive Officer Educational Commission for Foreign

More information

Programme for International Student Assessment 2006

Programme for International Student Assessment 2006 Programme for International Student Assessment 2006 PISA 2006 Student performance in an international comparison On behalf of the cultural ministries of the German federal states and in co-operation with

More information

Education at a Glance. OECD Indicators Annex 3: Sources

Education at a Glance. OECD Indicators Annex 3: Sources Education at a Glance OECD Indicators 2007 Annex 3: Sources 1 SOURCES IN UOE DATA COLLECTION 2006 UNESCO/OECD/EUROSTAT (UOE) data collection on education statistics. National sources are: Australia: -

More information

Annual Enrollment Report. Non-Immigrant and Immigrant International Students and Scholars. University of Houston. Fall Semester 2008

Annual Enrollment Report. Non-Immigrant and Immigrant International Students and Scholars. University of Houston. Fall Semester 2008 Annual Enrollment Report Non-Immigrant and Immigrant International Students and Scholars University of Houston Fall Semester 2008 Prepared by International Student and Scholar Services Office Division

More information

INTERNATIONAL STUDENT & SCHOLAR STATISTICS ANNUAL REPORT, FALL 2017

INTERNATIONAL STUDENT & SCHOLAR STATISTICS ANNUAL REPORT, FALL 2017 INTERNATIONAL STUDENT & SCHOLAR STATISTICS ANNUAL REPORT, FALL 2017 Prepared by Elizabeth Saumsiegle, Associate Director International Student & Scholar Services Questions? Email esaumsiegle@babson.edu

More information

FORMULAIRES DE STATISTIQUES ANNUELLES D'ADOPTION. établies par le Bureau Permanent * * * ANNUAL ADOPTION STATISTICS FORMS

FORMULAIRES DE STATISTIQUES ANNUELLES D'ADOPTION. établies par le Bureau Permanent * * * ANNUAL ADOPTION STATISTICS FORMS ADOPTION Doc. prél. No 5 Prel. Doc. No 5 avril / April 2010 FORMULAIRES DE STATISTIQUES ANNUELLES D'ADOPTION établies par le Bureau Permanent * * * ANNUAL ADOPTION STATISTICS FORMS drawn up by the Permanent

More information

EMPOWER ED EDUCATOR. June 6, 2017 HOW HIGH-PERFORMING. Join the conversation on Twitter:

EMPOWER ED EDUCATOR. June 6, 2017 HOW HIGH-PERFORMING. Join the conversation on Twitter: EMPOWER ED EDUCATOR June 6, 2017 S HOW HIGH-PERFORMING Join the conversation on Twitter: EMPOWER Welcome ED EDUCATOR Betsy Brown Ruzzi Vice President of NCEE and Director of CIEB S HOW HIGH-PERFORMING

More information

409,049 60, , Germany 2 2,119,500 2,023,40 96, ,

409,049 60, , Germany 2 2,119,500 2,023,40 96, , Table I. and Public Enrolment in EU Higher Education (009) Government- Dependent /Total Countries Total Public (%) /Total (%) European Union 9,86,56 6,0,0,984,5 684,343,300,0 5.6.0 (7 countries) 8 4 44

More information

Five Ways that Pay. Career and Technical Education. executive summary. September 2012 CIVIC ENTERPRISES EMPLOYER-BASED CERTIFICATES TRAINING

Five Ways that Pay. Career and Technical Education. executive summary. September 2012 CIVIC ENTERPRISES EMPLOYER-BASED CERTIFICATES TRAINING executive summary Career and Technical Education Five Ways that Pay September 2012 EMPLOYER-BASED TRAINING CERTIFICATES INDUSTRY-BASED CERTIFICATIONS ASSOCIATE S DEGREES APPRENTICESHIPS Along the Way to

More information

General information Note. Launch of major international study of Irish Students Performance in Mathematics and Science in TIMSS 2015

General information Note. Launch of major international study of Irish Students Performance in Mathematics and Science in TIMSS 2015 General information Note Launch of major international study of Irish Students Performance in Mathematics and Science in TIMSS 2015 Under strict embargo until Tuesday, 29 November 2016 at 10.00 Central

More information

Lessons from TIMSS and PIRLS

Lessons from TIMSS and PIRLS Lessons from TIMSS and PIRLS Santander, July 2017 Anne-Berit Kavli, IEA Chair www.iea.nl Content 2 About IEA TIMSS and PIRLS studies TIMSS 2015 overview TIMSS 2019 Study results Background factors Quality

More information

DEVELOPMENT AID AT A GLANCE

DEVELOPMENT AID AT A GLANCE DEVELOPMENT AID AT A GLANCE STATISTICS BY REGION 4. ASIA 217 edition 4.1. ODA TO ASIA - SUMMARY 4.1.1. Top ODA receipts by recipient USD million, net disbursements in 21 4.1.3. Trends in ODA 1 Syrian Arab

More information

Marie Skłodowska Curie Actions (MSCA) Global Fellowships. Bring your research partner from Europe to ASEAN at no cost to your employer

Marie Skłodowska Curie Actions (MSCA) Global Fellowships. Bring your research partner from Europe to ASEAN at no cost to your employer Marie Skłodowska Curie Actions (MSCA) Global Fellowships Bring your research partner from Europe to ASEAN at no cost to your employer What are the Marie Skłodowska Curie Actions? An EU-funded researcher

More information

Implementation of the TIMSS Sample Design

Implementation of the TIMSS Sample Design Pierre Foy Statistics Canada 2 Implementation of the TIMSS Sample Design 2.1 TIMSS TARGET POPULATIONS 2.1.1 Definitions The international desired target populations for TIMSS are defined below. 1 Population

More information

Determinants of Learning in PISA 2000 & 2003

Determinants of Learning in PISA 2000 & 2003 Determinants of Learning in PISA 2000 & 2003 Third Monterrey International Conference on Science in Basic Education March 18, 2005 Harry Anthony Patrinos The World Bank Lifelong Learning in the Global

More information

Current levels of literacy and numeracy: the story so far

Current levels of literacy and numeracy: the story so far Current levels of literacy and numeracy: the story so far How well are UK primary and secondary pupils doing compared with their European counterparts? Liz Twist and Linda Sturman, NFER 1 Literacy and

More information

Development of Global Lifelong Learning Index for a Future Education. Juseuk Kim, Lynn Ilon Seoul National University Seoul, Korea

Development of Global Lifelong Learning Index for a Future Education. Juseuk Kim, Lynn Ilon Seoul National University Seoul, Korea Development of Global Lifelong Learning Index for a Future Education Juseuk Kim, Lynn Ilon Seoul National University Seoul, Korea Contents I. Introduction II. Review of Theoretical Background III. Development

More information

Williams Student Profile

Williams Student Profile Williams Student Profile Williams students are an incredibly talented, passionate, and diverse lot. They are defined as much by their individual perspectives as by the way they come together with faculty

More information

BPM Education in Academia: Status, Challenges, and its Future

BPM Education in Academia: Status, Challenges, and its Future DEPARTMENT OF INDUSTRIAL ENGINEERING UNIVERSITY OF PRETORIA BPM Education in Academia: Status, Challenges, and its Future Dr Antonie van Rensburg, Pr Eng. June 2009 1 Institutional Context some facts University

More information

Annual Statistics

Annual Statistics International Students & Scholars Office 2015-2016 Annual Statistics International Students and Scholars Office Office of the Dean of Students B-50 Caldwell Hall, Ithaca, NY 14853 http://www.isso.cornell.edu

More information

Education at a Glance OECD Briefing Note For Sweden

Education at a Glance OECD Briefing Note For Sweden Education at a Glance 2008 NO MEDIA OR WIRE TRANSMISSION BEFORE 9 SEPTEMBER 2008, 11:00 PARIS TIME OECD Briefing Note For Sweden Governments are paying increasing attention to international comparisons

More information

Australia s Indigenous Students in PISA 2000: Results from an International Study

Australia s Indigenous Students in PISA 2000: Results from an International Study ACER Research Monograph No 59 Australia s Indigenous Students in PISA 2000: Results from an International Study Lisa De Bortoli John Cresswell August 2004 This publication is the result of research that

More information

International Student Statistics, Spring 2016

International Student Statistics, Spring 2016 International Student Statistics, Spring 2016 Total students: 646 For the purpose of these statistics, international students are defined as F-1 and J-1 student visa holders. Totals may not equal 100%

More information

Global University Rankings & Institutional Governance

Global University Rankings & Institutional Governance Global University Rankings & Institutional Governance Ms. Yan Wu Center for World-Class Universities Shanghai Jiao Tong University 13 November 2017 Outline History of Global University Rankings Developments

More information

Education at a Glance. OECD Indicators. Annex 3: Sources

Education at a Glance. OECD Indicators. Annex 3: Sources Education at a Glance OECD Indicators Annex 3: Sources 1 SOURCES IN UOE DATA COLLECTION 2008 UNESCO/OECD/EUROSTAT (UOE) data collection on education statistics. National sources are: Australia: - The Commonwealth

More information

University of Michigan Student Life

University of Michigan Student Life University of Michigan Student Life 2017 Statistical Report International Students, Scholars, Faculty, Staff and Education Abroad The International Center Overview: Summary of International Student, Scholar,

More information

Teachers for Tomorrow's Schools

Teachers for Tomorrow's Schools Teachers for Tomorrow's Schools ANALYSIS OF THE WORLD EDUCATION INDICATORS 2001 EDITION EXECUTIVE SUMMARY INSTITUTE FOR STATISTICS TEACHERS FOR TOMORROW S SCHOOLS ANALYSIS OF THE WORLD EDUCATION INDICATORS

More information

Indicator A4 To what extent does parents education influence participation in tertiary education?

Indicator A4 To what extent does parents education influence participation in tertiary education? Education at a Glance 2014 OECD indicators 2014 Education at a Glance 2014: OECD Indicators For more information on Education at a Glance 2014 and to access the full set of Indicators, visit www.oecd.org/edu/eag.htm.

More information

OECD Briefing Note For Austria

OECD Briefing Note For Austria Creating Effective Teaching and Learning Environments: First results from the OECD Teaching and Learning International Survey TALIS OECD Briefing Note For Austria OECD s Teaching and Learning International

More information

The table Key facts for Germany in Education at a Glance 2015 presents a summary of figures for Germany and the OECD average.

The table Key facts for Germany in Education at a Glance 2015 presents a summary of figures for Germany and the OECD average. Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems

More information

Academic Ranking and Quality Assurance in Online Education. Richard Yelland OECD Directorate for Education

Academic Ranking and Quality Assurance in Online Education. Richard Yelland OECD Directorate for Education Academic Ranking and Quality Assurance in Online Education Richard Yelland OECD Directorate for Education UOC, Barcelona, 22 September 2011 Presentation Part 1 The Enduring Value of Higher Education A.

More information

Achievement of 15-Year- Olds in Wales: PISA 2015 National Report

Achievement of 15-Year- Olds in Wales: PISA 2015 National Report Achievement of 15-Year- Olds in Wales: PISA 2015 National Report December 2016 John Jerrim and Nikki Shure. UCL Institute of Education. 1 Contents List of figures 6 List of tables 10 Executive summary

More information

Introduction CHAPTER 1

Introduction CHAPTER 1 17 CHAPTER 1 Introduction 18 Overview of TALIS 19 Origins and aims of TALIS 19 Design of the TALIS survey 20 Population surveyed and sampling options 20 Choosing the policy focus of the first round of

More information