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Register for the webinar - PISA 2015 Results (Volume V): Collaborative Problem Solving (Tuesday, 21 November,16:00 Paris time)

The assessment examines students’ ability to work with two or more people to try to solve a problem. The report highlights how students’ gender, socio-economic status and immigrant background are related to their performance in the assessment and to their attitudes towards collaboration in general.

Teaching in Focus No. 19: How do teachers become knowledgeable and confident in classroom management? Insights from a pilot study

The Innovative Teaching for Effective Learning (ITEL) Teacher Knowledge Survey is the first international study to explore the nature, function and development of teachers’ pedagogical knowledge, i.e. what teachers know about teaching and learning.

What matters for managing classrooms? (OECD Education Today Blog)

Teaching is a demanding profession. Teachers are responsible for developing the skills and knowledge of their students, helping them overcome social and emotional hurdles and maintaining equitable, cohesive and productive classroom environments. On top of their teaching responsibilities, they are also expected to engage in continued professional development activities throughout their careers.

Education and Skills Newsletter - October 2017

What's new in education and skills at the OECD?

PISA in Focus No. 77: How does PISA measure students’ ability to collaborate?

Solving unfamiliar problems on one’s own is important, but in today’s increasingly interconnected world, people are often required to collaborate in order to achieve their goals. Teamwork has numerous benefits, from a diverse range of opinions to synergies among team members, and assigning tasks to those who are best suited to them.

How PISA measures students’ ability to collaborate (OECD Education Today Blog)

Late next month (21 November, to be exact) we’ll be releasing the results PISA’s first-ever assessment of students’ ability to solve problems collaboratively. Why has PISA focused on this particular set of skills? Because in today’s increasingly interconnected world, people are often required to collaborate in order to achieve their objectives, both in the workplace and in their personal lives.

Education Indicators in Focus N° 55 - What are the gender differences and the labour market outcomes across the different fields of study?

Although girls and boys perform similarly in the PISA science assessment at age 15, girls are less likely than boys to envision a career in science and engineering, even in countries where they outperform them.

The fork in the road towards gender equality (OECD Education Today Blog)

Gender biases can be persistent. Too persistent. A simple exercise to illustrate the point: Picture a doctor or a professor. You will most likely think of a man. Now think of nurses and teachers and you are likely to imagine a woman. This unconscious gender bias is rooted in years of associating male and female attributes to specific roles in society. Inevitably, it also influences students’ career choices.

Computers and the Future of Skill Demand

Supporting Entrepreneurship and Innovation in Higher Education in Poland