UNESCO, co-hosting with IEA has released the international results of PIRLS and ePIRLS 2016
The ICCS 2016 international report, European report, and infographics have been released.
From the Oxford University Centre for Educational Assessment, Therese N. Hoppenbeck and Jenny Lenkeit publish a policy brief that investigates ways of making PIRLS results more useful for practitioners.
Does teacher quality differ within and between countries? If so, by how much? Are teacher education and experience appropriate measures for such a broad concept as “teacher quality”?
TIMSS shows school safety and climate are highly correlated with educational performance, with immigrant students’ perceptions of school safety even more closely linked to achievement, and thus more strongly related to student well-being and aspirations. Identifying and addressing the special obstacles faced by immigrant children is crucial to achieving inclusive and equitable quality education for all, and improving national educational outcomes.
Peter Coy writes his article based on the OECD's PISA 2011 findings. He puts emphasis on the fact that only 12 percent of 15-year-olds have high financial literacy. An interesting read, follow the link below to view the full article.
Craig Fitzpatrick writes an interesting article, he looks at a new global study on the financial literacy of teenagers.
With data from the OECD's PISA study, Mr. Fitzpatrick writes "The OECD has warned that 'far too many students' around the world are struggling to understand money matters."
The full article published on newstalk.com can be viewed by following the link below.
Take a look at the Council of Europe Report on the state of citizenship and human rights education in Europe
In an increasingly diverse world, where significant migration is becoming the norm, countries are considering a greater range of language-in-education models, varying from full immersion to increasing degrees of additive bilingualism. Independent international studies, like IEA's PIRLS, can provide valuable evidence to help support national policymaking. Our new policy brief, by Sarah Howie and Megan Chamberlain, investigates this.