Mark | Date Date | Title Title | |||
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No. 251 | 27 Jul 2021 |
A strong start for every Indigenous child
This Working Paper was developed to assist policy makers, education and Indigenous leaders, as well as education practitioners, to better support Indigenous children’s early learning and well-being. The paper focuses on early years policies and... |
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No. 250 | 15 Jul 2021 |
Does test-based school accountability have an impact on student achievement and equity in education?
School accountability is one of the most controversial recent reforms taking place in education systems around the world, but evidence of whether and which accountability practices affect equity and performance in academic achievement has been... |
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No. 249 | 30 Jun 2021 |
The learning gain over one school year among 15-year-olds
This paper compares the learning gain over one year of schooling among 15-year-old students in Austria and Scotland (United Kingdom). Common metrics for reading, mathematics and science learning, as established by the Programme for International... |
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No. 248 | 04 Jun 2021 |
Thinking about the future
This paper explores how teenage thinking about jobs and careers relates to adulthood labour market outcomes. The OECD working paper Career Ready? How schools can better prepare young people for working life in the era of COVID-19 identifies career... |
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No. 247 | 26 May 2021 |
Process quality, curriculum and pedagogy in early childhood education and care
This paper reports the findings of an integrative review of the literature conducted to gain insight into the relationship between process quality, curriculum and pedagogy. Process quality attends to those aspect of early childhood education and care... |
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No. 246 | 10 Feb 2021 |
International early learning and child well-being study assessment framework
The International Early Learning and Child Well-being Study puts a spotlight on how children are faring at 5 years-of-age. Children’s early well-being and learning are primary determinants of their later outcomes in schooling and in adulthood. Yet... |
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No. 245 | 18 Jan 2021 |
Not enough hours in the day
Teachers’ time is a critical resource for education systems and a key input for student learning. Like any type of resource, teachers’ time can be used more or less effectively to promote a range of outcomes such as student learning, equity and... |
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No. 244 | 14 Jan 2021 |
PISA-Based Test for Schools
An international linking study was conducted in order to link parameters of PISA-based Test for Schools (PBTS) cognitive items to PISA international scales. New booklets for the linking study were designed in which the PISA trend items were inserted... |
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No. 243 | 22 Dec 2020 |
Literature review on early childhood education and care for children under the age of 3
This literature review provides an up-to-date comprehensive overview of what is known about process quality in early childhood education and care (ECEC) provision for children under age 3. It builds on empirical studies published in peer-reviewed... |
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No. 242 | 18 Dec 2020 |
Improving education outcomes for students who have experienced trauma and/or adversity
All children experience some level of stress in their lives. If stress is persistent and accumulative, it may have detrimental effects on the social, emotional, and physical well-being of the individual child and long-term economic and health impacts... |
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No. 241 | 16 Dec 2020 |
Career ready?
The focus of this working paper is on how secondary schools can optimise young people’s preparation for adult employment at a time of extreme labour market turbulence. By reviewing academic analysis of national longitudinal datasets, it is possible... |
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No. 240 | 16 Dec 2020 |
Improving the collection of information on literacy proficiency in household surveys
In the vast majority of the world’s countries, information on the literacy proficiency of the adult population is collected through census collections, labour force surveys or through omnibus household surveys. These commonly use simple measures:... |
|||
No. 239 | 11 Dec 2020 |
Curriculum reform
Countries consider curriculum reform as an important and necessary measure to make schools enter the 21st century and respond to a fast-changing world. In recent years, many OECD countries have engaged in curriculum reform as a way to equip children... |
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No. 238 | 10 Dec 2020 |
Policy approaches and practices for the inclusion of students with attention-deficit hyperactivity disorder (ADHD)
OECD countries have developed various practices and policy approaches to promote inclusive education systems for students with special education needs (SEN), which include learning disabilities, physical impairments and mental disorders. Among the... |
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No. 237 | 04 Dec 2020 |
Innovating teachers’ professional learning through digital technologies
Digital technologies offer immense potential for transforming teacher learning and the delivery of professional development activities throughout teachers’ careers. As the COVID-19 pandemic has made face‑to‑face professional learning challenging or... |
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No. 236 | 19 Nov 2020 |
Education policy evaluation
This paper aims to survey the current landscape of education policy evaluation across OECD countries and economies by examining recent trends and contextual factors that can promote more robust education policy evaluation, as well as identifying key... |
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No. 235 | 22 Oct 2020 |
Policies to support teachers’ continuing professional learning
While teachers’ initial education is key to ensuring that new teachers are prepared for their work, it is only one piece in the continuum of teachers’ professional growth. Continuing professional learning is vital for teachers to broaden and deepen... |
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No. 234 | 20 Oct 2020 |
What matters for language learning?
For the first time, PISA 2025 will assess foreign language skills on a global scale. This paper provides a framework for collecting policy and contextual information on foreign language learning from students, parents, teachers, school principals and... |
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No. 233 | 15 Oct 2020 |
Non-cognitive characteristics and academic achievement in Southeast Asian countries based on PISA 2009, 2012, and 2015
Non-cognitive characteristics of students in four Southeast Asian countries – Indonesia, Malaysia, Thailand, and Viet Nam – were reviewed based on the PISA 2009, 2012, and 2015 data. Overall, students in this region demonstrated similarities with... |
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No. 232 | 14 Oct 2020 |
A tool to capture learning experiences during COVID-19
The global spread of COVID-19 has led to unprecedented disruptions in schooling around the world that have animated increased interest among policymakers, educators, researchers and the general public in knowing about how education systems have... |
OECD Education Working Papers
English, French
- ISSN: 19939019 (online)
- https://doi.org/10.1787/19939019
61 - 80 of 310 results
A strong start for every Indigenous child
Inge Kral, Lyn Fasoli, Hilary Smith, Barbra Meek and Rowena Phair
27 Jul 2021
This Working Paper was developed to assist policy makers, education and Indigenous leaders, as well as education practitioners, to better support Indigenous children’s early learning and well-being. The paper focuses on early years policies and...
Does test-based school accountability have an impact on student achievement and equity in education?
Rodrigo Torres
15 Jul 2021
School accountability is one of the most controversial recent reforms taking place in education systems around the world, but evidence of whether and which accountability practices affect equity and performance in academic achievement has been...
The learning gain over one school year among 15-year-olds
Francesco Avvisati and Pauline Givord
30 Jun 2021
This paper compares the learning gain over one year of schooling among 15-year-old students in Austria and Scotland (United Kingdom). Common metrics for reading, mathematics and science learning, as established by the Programme for International...
Thinking about the future
Catalina Covacevich, Anthony Mann, Filippo Besa, Jonathan Diaz and Cristina Santos
04 Jun 2021
This paper explores how teenage thinking about jobs and careers relates to adulthood labour market outcomes. The OECD working paper Career Ready? How schools can better prepare young people for working life in the era of COVID-19 identifies career...
Process quality, curriculum and pedagogy in early childhood education and care
Susan Edwards
26 May 2021
This paper reports the findings of an integrative review of the literature conducted to gain insight into the relationship between process quality, curriculum and pedagogy. Process quality attends to those aspect of early childhood education and care...
International early learning and child well-being study assessment framework
Rowena Phair
10 Feb 2021
The International Early Learning and Child Well-being Study puts a spotlight on how children are faring at 5 years-of-age. Children’s early well-being and learning are primary determinants of their later outcomes in schooling and in adulthood. Yet...
Not enough hours in the day
Luka Boeskens and Deborah Nusche
18 Jan 2021
Teachers’ time is a critical resource for education systems and a key input for student learning. Like any type of resource, teachers’ time can be used more or less effectively to promote a range of outcomes such as student learning, equity and...
PISA-Based Test for Schools
Tomoya Okubo, Tanja Bastiniac, Tiago Fragoso and Chi Sum Tse
14 Jan 2021
An international linking study was conducted in order to link parameters of PISA-based Test for Schools (PBTS) cognitive items to PISA international scales. New booklets for the linking study were designed in which the PISA trend items were inserted...
Literature review on early childhood education and care for children under the age of 3
Joana Cadima, Gil Nata, Sílvia Barros, Vera Coelho and Clara Barata
22 Dec 2020
This literature review provides an up-to-date comprehensive overview of what is known about process quality in early childhood education and care (ECEC) provision for children under age 3. It builds on empirical studies published in peer-reviewed...
Improving education outcomes for students who have experienced trauma and/or adversity
Manolya Tanyu, Elizabeth Spier, Scott Pulizzi, Mariah Rooney, Isobel Sorenson and Jessica Fernandez
18 Dec 2020
All children experience some level of stress in their lives. If stress is persistent and accumulative, it may have detrimental effects on the social, emotional, and physical well-being of the individual child and long-term economic and health impacts...
Career ready?
Anthony Mann, Vanessa Denis and Chris Percy
16 Dec 2020
The focus of this working paper is on how secondary schools can optimise young people’s preparation for adult employment at a time of extreme labour market turbulence. By reviewing academic analysis of national longitudinal datasets, it is possible...
Improving the collection of information on literacy proficiency in household surveys
William Thorn
16 Dec 2020
In the vast majority of the world’s countries, information on the literacy proficiency of the adult population is collected through census collections, labour force surveys or through omnibus household surveys. These commonly use simple measures:...
Curriculum reform
Pierre Gouëdard, Beatriz Pont, Susan Hyttinen and Pinhsuan Huang
11 Dec 2020
Countries consider curriculum reform as an important and necessary measure to make schools enter the 21st century and respond to a fast-changing world. In recent years, many OECD countries have engaged in curriculum reform as a way to equip children...
Policy approaches and practices for the inclusion of students with attention-deficit hyperactivity disorder (ADHD)
Cecilia Mezzanotte
10 Dec 2020
OECD countries have developed various practices and policy approaches to promote inclusive education systems for students with special education needs (SEN), which include learning disabilities, physical impairments and mental disorders. Among the...
Innovating teachers’ professional learning through digital technologies
Andreea Minea-Pic
04 Dec 2020
Digital technologies offer immense potential for transforming teacher learning and the delivery of professional development activities throughout teachers’ careers. As the COVID-19 pandemic has made face‑to‑face professional learning challenging or...
Education policy evaluation
Gillian Golden
19 Nov 2020
This paper aims to survey the current landscape of education policy evaluation across OECD countries and economies by examining recent trends and contextual factors that can promote more robust education policy evaluation, as well as identifying key...
Policies to support teachers’ continuing professional learning
Luka Boeskens, Deborah Nusche and Makito Yurita
22 Oct 2020
While teachers’ initial education is key to ensuring that new teachers are prepared for their work, it is only one piece in the continuum of teachers’ professional growth. Continuing professional learning is vital for teachers to broaden and deepen...
What matters for language learning?
Gabriele Marconi, Carla Campos Cascales, Catalina Covacevich and Tue Halgreen
20 Oct 2020
For the first time, PISA 2025 will assess foreign language skills on a global scale. This paper provides a framework for collecting policy and contextual information on foreign language learning from students, parents, teachers, school principals and...
Non-cognitive characteristics and academic achievement in Southeast Asian countries based on PISA 2009, 2012, and 2015
Jihyun Lee
15 Oct 2020
Non-cognitive characteristics of students in four Southeast Asian countries – Indonesia, Malaysia, Thailand, and Viet Nam – were reviewed based on the PISA 2009, 2012, and 2015 data. Overall, students in this region demonstrated similarities with...
A tool to capture learning experiences during COVID-19
Jonas Bertling, Nathaniel Rojas, Jan Alegre and Katie Faherty
14 Oct 2020
The global spread of COVID-19 has led to unprecedented disruptions in schooling around the world that have animated increased interest among policymakers, educators, researchers and the general public in knowing about how education systems have...