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Now showing items 9466-9485 of 9621
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What are the benefits of ISCED 2011 classification for indicators on education?
(OECD, 2015-11)The International Standard Classification of Education (ISCED) is the reference framework used to classify education programmes and related qualifications by education levels and fields. The basic concepts and definitions ... -
What can immigrant students tell us about education systems?
(OECD, 2013-10)Immigrant students who share a common country of origin, and therefore many cultural similarities, perform very differently across school systems. The difference in performance between immigrant students and non-immigrant ... -
What can parents do to help their children succeed in school?
(OECD, 2011-11)Fifteen-year-old students whose parents often read books with them during their first year of primary school show markedly higher scores in PISA 2009 than students whose parents read with them infrequently or not at all. ... -
What Did You Do All Day? Maternal Education and Child Outcomes
(World Bank, 2009-11)Female education levels are very low in many developing countries. Does maternal education have a causal impact on children's educational outcomes even at these very low levels of education? By combining a nationwide census ... -
What do parents look for in their child's school?
(OECD, 2015-05)When choosing a school for their child, parents in all participating countries value academic achievement highly; but they are often even more concerned about the safety and environment of the school and the school’s ... -
What do students expect to do after finishing upper secondary school?
(OECD, 2012-12)The percentage of students who expect to complete university is highest in Korea (80%) and lowest in Latvia (25%). Many high-performing students do not expect to go to university, representing potentially lost talent to ... -
What do students think about school?
(OECD, 2013-01)Most students think that what they learned in school is useful for them or their future. Students’ attitudes towards school are associated with their reading skills. Students who report that the climate at their school is ... -
What do teachers know and do? Does it matter? : evidence from primary schools in Africa
(World Bank, 2017-01)School enrollment has universally increased over the past 25 years in low-income countries. However, enrolling in school does not guarantee that children learn. A large share of children in low-income countries learn little, ... -
What Do We Know About Instructional Time Use in Mali? Assessing the Suitability of the Classroom Observation Snapshot Instrument for Use in Developing Countries
(World Bank, 2008-04)This paper summarizes what has been learned about instructional time and its measurement during the Bank-Netherlands Partnership Program (BNPP) grant. It also provides an analysis of the capabilities and limitations of the ... -
What do we know about teachers’ selection and professional development in high-performing countries?
(OECD, 2017-03)High-performing countries use various mechanisms to select the best candidates to the teaching profession. In Finland, Hong-Kong (China), Macao (China) and Chinese Taipei, students who wish to enter teacher-training ... -
What Educational Production Functions Really Show : A Positive Theory of Education Spending
(The World Bank, 1997-08-20)The existing empirical work on educational production functions provides powerful insights into a positive theory of the allocation of educational expenditures. An optimizing model of expenditure allocations predicts that ... -
What helps teachers feel valued and satisfied with their jobs?
(OECD, 2014-09)Less than one in three teachers across countries participating in the Teaching and Learning International Survey (TALIS) 2013 believes that the teaching profession is valued by society. Nevertheless, the great majority of ... -
What is the impact of education programmes on children’s learning and school participation?
(International Initiative for Impact Education, 2016)Most education programmes typically improve either school enrolment and attendance or learning outcomes. They rarely improve both. What works in most contexts Cash transfers had the largest and most consistent positive ... -
What is the impact of the economic crisis on public education spending?
(OECD, 2013-12)The economic crisis has reinforced the value of education. While educational attainment has always had a huge impact on employability, the financial crisis has strengthened this effect even further. On average across OECD ... -
What kind of careers in science do 15-year-old boys and girls expect for themselves?
(OECD, 2017-02)On average across OECD countries, almost one in four students – whether boy or girl – expects to work in an occupation that requires further science training beyond compulsory education. Boys are more than twice as likely ... -
What kinds of careers do boys and girls expect for themselves?
(OECD, 2012-03)On average, girls are 11 percentage points more likely than boys to expect to work as legislators, senior officials, managers and professionals. nly 5% of girls in OECD countries, on average, expect a career in engineering ... -
What Lies Behind Gender Inequality in Education?
(OECD, 2015-03)While PISA reveals large gender differences in reading, in favour of 15-year-old girls, the gap is narrower when digital reading skills are tested. Indeed, the Survey of Adult Skills suggests that there are no significant ... -
What Lies between the Religious and the Secular? : Education beyond the Human
(John Wiley & Sons, 2014)The current age is characterised by many as secular, and a source of such a characterisation can be found in the Nietzschean claim that thoughts about there being some ultimate reality have to be jettisoned, and human ... -
What Makes a Good Reader : International Findings from PIRLS 2016
(TIMSS & PIRLS International Study Center, 2017)Fifty countries from around the world participated in the PIRLS 2016 international assessment of reading comprehension at the fourth grade, and in every country there was a wide range of reading achievement from basic ... -
What Makes a School a Learning Organisation?
(OECD, 2016)What are the characteristics of a school as learning organisation? This paper should be seen as an attempt to work towards a common understanding of the school as a learning organisation concept that is both solidly founded ...