Education Today 2013
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Education Today 2013

The OECD Perspective

What does the OECD have to say about the state of education today? What are the main OECD messages on early childhood education, teacher policies and tertiary education? What about student performance, educational spending and equity in education? OECD work on these important education topics and others have been brought together in a single accessible source updating the first edition of Education Today which came out in March 2009.

Organised into eight chapters, this report examines early childhood education, schooling, transitions beyond initial education, higher education, adult learning, outcomes and returns, equity, and innovation. The chapters are structured around key findings and policy directions emerging from recent OECD educational analyses. Each entry highlights the main message in a concise and accessible way, with a brief explanation and reference to the original OECD source.

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Schooling: Investments, Organisation and Learners You or your institution have access to this content

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OECD

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There have been major investments in schooling across OECD countries, including in teacher salaries. Shared patterns exist alongside notable differences such as in teacher beliefs (as charted with the Teaching and Learning International Survey [TALIS]) and in school time use. OECD work has analysed the characteristics of learners and learning, teachers, and how to improve school leadership. The analytical work undertaken for the annual International Summit on the Teaching Profession recognises the key role of teachers for the success of schooling and educational change. PISA studies have permitted specific analyses of aspects of schooling, such as student attitudes towards and knowledge of the environment. Work on the educational role of technology has shown how important is home use for educational outcomes. Policy orientations on schooling have stressed the need to professionalise and innovate, calling for reforms directed at effective learning to be placed at the core of schooling, rather than changing only structures and administrative systems. The OECD continues to analyse and stress the value of good school design and safe buildings.

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