The ICILS Teacher Panel is a new, additional longitudinal study which was developed during the COVID-19 pandemic. The objective of the additional study is to analyze the transition to more technology-based learning during the pandemic and to scrutinize why some teachers and schools have been more successful in using computers and technology for learning than others.
Released annually at IEA's General Assembly meeting, the IEA Insider 2021 “Growing through challenge” contains interesting highlights about IEA studies, national and international projects, publications, and more.
Teaching in Focus policy briefs use data from the OECD’s Teaching and Learning International Survey (TALIS) to discuss issues relevant to teachers and teacher policies in a concise, user-friendly way. The August issue addresses how school systems around the world are making efforts to enhance and make education more efficient with information and communications technology (ICT).
PISA in Focus is a series of monthly education policy-oriented notes designed to describe a PISA topic in a concise, user-friendly way. The October issue addresses how international data can be used to investigate learning losses and gains over a school year.
This publication is based on the newly PSI blocks of TIMSS 2019. The report demonstrates the richness and innovativeness of the new item formats, while also highlighting the challenges, and learnings from their administration.
This publication delves into the SEA-PLM 2019 database and makes use of quantitative methods to examine learning and context disparities between boys and girls, and their differential effects.
This report is intended to serve as an example of using multiple data sources in longitudinal research and to contribute to the literature on education and employment pathways.
The “Good Citizenship for the Next Generation. A Global Perspective Using IEA ICCS 2016 Data” is a new book that provides a rich, synthetic theoretical analysis of citizenship and youth.
This report presents results from TALIS 2018 participants who administered the optional primary education survey (15 out of 48 countries and economies) and/or the upper secondary education survey (11 out of 48 countries and economies). Its main goal is to understand if there are any similarities and differences between the dimensions of professionalism and educational challenges found in primary and upper secondary education compared to those found in lower secondary education.
The “OECD Skills Outlook 2021: Learning for Life” report explores how public policy can and should play a key role in promoting effective and inclusive lifelong learning for all. Considering the effects that the COVID-19 pandemic has had on the world, and noting the importance of skills such as resilience, this report leverages comparative quantitative data to highlight the key role that socio-emotional and motivational factors play in shaping successful participation in lifelong learning.