How can mathematics education foster the skills that are appropriate for innovative societies? Mathematics education is heavily emphasised worldwide, nevertheless it is still considered to be a stumbling block for many students. This book is designed to assist practitioners, curriculum developers and policy makers alike in preparing today’s students for tomorrow’s world.

This report was prepared by the Educational Policy Institute, Ministry of Education, Science, Research and Sport of the Slovak Republic, as an input to the OECD Review of Policies to Improve the Effectiveness of Resource Use in Schools (School Resources Review).

At the OECD, we tend to look at French education through the lens of statistics. These show one of the largest gaps between the learning outcomes of children from poor and wealthy families. And the opportunity gap keeps widening.

Parents’ level of education still greatly influences that of their children: individuals are 4.5 times more likely to attend higher education if one of their parents has a higher education degree than if both their parents have below upper secondary education.

Since the mid-1900s, the expansion of higher education systems has opened up opportunities for many students other than those from the elites. Higher education became the main route towards upward social mobility.

On average across OECD countries, students’ belief that they can solve mathematics problems (mathematics self-efficacy) is associated with a difference of 49 score points in mathematics – the equivalent of one year of school.

Education systems are not static; they change. There have been some important changes at both ends of the education ladder recently: in early childhood or “pre-primary” education, at one end, and in tertiary or higher education at the other.

Technology has indeed entered the classroom; but it has not yet changed the ways we teach and learn to the same extent that it has transformed our way of communicating in the outside world.

Most countries have made little progress helping their weakest students improve their performance in reading, mathematics and science over the past decade. This means too many young people are still leaving school without the basic skills needed in today’s society and workplace, hurting their futures and long-term economic growth, according to a new OECD report.

Children and young people are among the biggest losers in the European economic and debt crisis.

If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force.

The education sector performs well for information and communication technology (ICT) and problem-solving skills, although it still lags behind the professional, scientific and technical activities sector.

If one were to ask ministers of education what they consider to be the most important factor determining the quality of their education systems, the odds are high that they would refer to the quality of the teaching work force.

Across OECD countries, 32% of low-performing students reported that they give up easily when confronted with a difficult mathematics problem compared to only 13% of top performers.

Common sense and hard evidence point to the significant impact of socio-emotional skills such as perseverance and responsibility on children's lifetime success.

Poor skills severely reduce a person’s chance of a better-paying and more-rewarding job, and have a major impact on how the benefits of economic growth are shared within societies. In countries where large shares of adults have poor skills, it is difficult to introduce productivity-enhancing technologies and new ways of working, which stalls improvements in living standards, according to a new OECD report.

In 2015 the Lithuanian government launched an ambitious Social Model reform agenda aimed at balancing flexibility of the labour market and security provided through the system of social protection.

Most people see social inequities in education as stubbornly persistent.

According to the latest Education Indicators in Focus brief, the average share of female teachers across OECD countries increased from 61% in 2005 to 65% in 2010 and to 68% in 2014, in all education levels combined.

The striking cross-national variation in socio-economic disparities in skills gaps among 15-year-olds, and the evolution of these gaps between the ages of 15 and 27, raises the question of what policies and institutional arrangements may explain such variability.

A recently published OECD publication, The Nature of Problem Solving: Using Research to Inspire 21st Century Learning, explores the concept of problem solving in great depth.

Happy schools are places where children feel challenged but competent, where they work hard but enjoy it, where social relationships are rewarding and respectful, and where academic achievement is the product but not the sole objective.

Countries should step up their efforts to provide affordable and high-quality early childhood education and care (ECEC) to improve social mobility and give all children the chance to fulfil their potential, according to a new OECD report.

Disadvantaged students don’t have as many resources at home as their advantaged peers so ideally schools would need to compensate by providing more support. However, often schools reinforce social disparities rather than moderate them.

As educators know well, there are many barriers to learning that originate outside of school, such as those that arise from socio-economic disadvantage. In many education systems, the concentration of disadvantaged students in certain schools poses an additional challenge.

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.

Girls are much better than boys at working together to solve problems, according to the first OECD PISA assessment of collaborative problem solving.

Successes and failures in the classroom will increasingly shape the fortunes of countries. And yet, more of the same education will only produce more of the same strengths and weaknesses.

This month’s PISA in Focus provides an overview of the assessment’s results and shows that collaborative problem-solving performance is positively related to performance in the core PISA subjects (science, reading and mathematics). The results also show, among other findings, that girls perform significantly better than boys in collaborative problem solving in every country and economy that participated in the assessment.

with Andreas Schleicher - Director for the Directorate of Education and Skills (November 21, 2017)

Do today’s students really know how to work well together? For the first time ever, the Programme for International Student Assessment 2015 (otherwise known as PISA) examined students’ ability to collaborate to solve problems and the necessary social skills involved in that process.

The Teaching and Learning International Survey (otherwise known as TALIS) is a survey conducted every five years that asks teachers and school leaders from around the world about the working conditions and the learning environment in their schools.

Not every student’s brain works and learns in the same way. Classrooms are increasingly becoming more aware of what is known as "neurodiversity" among their students, a term used to describe neurodevelopmental disorders such as ADHD and ASD.

Education systems need to prepare students for their future, rather than for our past. In these times, digitalisation is connecting people, cities and continents to bring together a majority of the world’s population in ways that vastly increases our individual and collective potential.

The world’s growing complexity and diversity present both opportunity and challenge. On the one hand, globalization can bring important new perspectives, innovation, and improved living standards. But on the other, it can also contribute to economic inequality, social division, and conflict.

Getting your first chance as an actor is tough. Salman Khan once revealed the hilarious story behind how he happened to get his first film Biwi Ho To Aisi.

During an exclusive conversation with International Business Times, India, founder of LetsOTT, Sunita Kumar shared her ideas about the co-existing nature of theatrical releases and OTT releases.

The Indian and Chinese Army were also engaged in 73-day Doklam stand-off along the Sikkim border between June and August 2017.

Skills and educational development for inclusive and sustainable growth are becoming significant drivers in OECD countries.

This book examines regional innovation in central and southern Denmark, looking at its role in the economy, its governance and policy context and regional strategies for innovation driven growth.

The London Apprenticeship Campaign was launched in 2010 to boost the number of apprentices in London. It was developed as part of an ongoing policy focus to tackle long-standing skill shortfalls in the city, shortages which have been constraining employment, social opportunity and productivity.

The last decade has seen considerable policy attention to the social economy and its contribution to employment, in particular as regards the inclusion and empowerment of vulnerable workers and the provision of appropriate working conditions.

Air pollution is costing advanced economies plus China and India an estimated USD 3.5 trillion a year in premature deaths and ill health and the costs will rise without government action to limit vehicle emissions, a new OECD report says.

This expert seminar aims to get a better understanding of the features, limitations and preliminary findings from the use of SIBs, and to a lesser extent, of DIBs in developing countries from a multidimensional and multi-stakeholder perspective.

7th annual expert meeting of the initiative on Employment and Skills Strategies in Southeast Asia (ESSSA) and GIZ/ RECOTVET Policy Dialogue - 7-8 October, 2015 - Sokha Angkor Resort, Siem Reap, Cambodia

The seminar was organised by IPRASE, provincial institute for research and educational experimentation, instrumental body of the Autonomous Province of Trento, the Autonomous Province of Trento and the OECD LEED Trento Centre. The seminar represented a first public reflection on the Trentino Multilingualism Plan within a national and international comparison framework, in view of future prospects.

We are looking for national and sub-national policies and initiatives for social enterprise creation and development. The focus will be placed on initiatives funded by the European Social Fund, by other EU funds and programmes, by Member States and sub-national authorities and NOT on examples of successful social enterprises.

The Regional Development Policy Division was honoured to have been selected by the Regional Studies Association (RSA) to receive the Institutional Ambassador Award 2015 on 18 November. The award is in recognition of the high calibre of reports and measurement tools produced by the Regional Development Policy Committee and its supporting Working Parties.

The purpose of the seminar is to provide the practical information about how to implement SIBs in Poland using international experiences. The seminar is addressed to the potential applicants interested in the implementation of SIB within the call for proposals planned to be launched by the Ministry of Economic Development.

Company: 2COMS Consulting Private Limited
Qualification: Bachelor in Hotel Management (B.H.M), Bachelor of Science (B.Sc)
Experience: 0 to 1
Salary: 0.00 to 1.80
location: Chittoor
Ref: 24824626
Summary: Golden Opportunity For Fresher To Start Your Career In Big Mnc as a Backed Executive in Chennai....