Sélectionner | Date Date | Titre Titre | |||
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No. 6 | 10 Aug 2020 |
Remote online exams in higher education during the COVID-19 crisis
Because of the coronavirus (COVID-19) outbreak, most higher education institutions across the OECD decided to close their campuses. As a result, teaching and assessment activities have been conducted from a distance, generally online. Based on the... |
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No. 5 | 10 Jul 2020 |
Education responses to COVID-19: An implementation strategy toolkit
This toolkit provides education system leaders with an implementation framework and questions to consider in the development of their education responses to the COVID-19 crisis. It builds on an analysis of education policy actions taken during the... |
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No. 1 | 29 Jan 2020 |
Improving the teaching profession in Romania
Romania is one of the few countries in the OECD and EU lacking national teaching standards. This education policy brief shares examples of how clearly defined teacher competency standards can help shape initial teacher education and professional... |
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No. 2 | 29 Jan 2020 |
Improving professional leadership in Romania’s school system
School leaders in Romania primarily consider their function to be purely administrative, rather than having responsibilities for shaping the quality of teaching and learning. This education policy brief highlights how other countries and economies... |
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No. 3 | 29 Jan 2020 |
Improving access to quality early education in Romania
Early childhood education and care (ECEC) attendance in Romania has increased in recent decades but remains below national goals and EU averages. This education policy brief aims to support Romania’s efforts to improve the access and quality of ECEC... |
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No. 4 | 29 Jan 2020 |
Improving educational equity in Romania
Despite improvements in recent years, many students in Romania still progress through school without mastering basic competencies and a large share of them leave school before completing upper secondary education. This education policy brief focuses... |
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No. 105 | 22 May 2019 |
OECD Future of Education and Skills 2030 Anticipation-Action-Reflection Cycle for 2030
The Anticipation-Action-Reflection (AAR) cycle is an iterative learning process whereby learners continuously improve their thinking and act intentionally and responsibly, moving over time towards long-term goals that contribute to collective... |
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No. 98 | 07 Jun 2018 |
The Future of Education and Skills
This OECD Learning Framework 2030 offers a vision and some underpinning principles for the future of education systems. It is about orientation, not prescription. The learning framework has been co-created for the OECD Education 2030 project by... |
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- Périodiques
- OECD Education Policy Perspectives
OECD Education Policy Perspectives
The OECD Directorate for Education and Skills helps countries compare their education policies and experiences, and learn from each other through large scale assessment and surveys and comparative policy analysis. This policy papers series presents analysis for policy makers, practitioners and researchers on a wide range of policy issues covered at OECD: from pre-primary to higher education, from policy design to implementation, from student performance and well-being, to teacher training and practices, to school resources.
Anglais
- ISSN : 22260943 (en ligne)
- https://doi.org/10.1787/5cc2d673-en
101 - 108 of 108 results
Remote online exams in higher education during the COVID-19 crisis
OCDE
10 Aug 2020
Because of the coronavirus (COVID-19) outbreak, most higher education institutions across the OECD decided to close their campuses. As a result, teaching and assessment activities have been conducted from a distance, generally online. Based on the...
Education responses to COVID-19: An implementation strategy toolkit
OCDE
10 Jul 2020
This toolkit provides education system leaders with an implementation framework and questions to consider in the development of their education responses to the COVID-19 crisis. It builds on an analysis of education policy actions taken during the...
Improving the teaching profession in Romania
OCDE
29 Jan 2020
Romania is one of the few countries in the OECD and EU lacking national teaching standards. This education policy brief shares examples of how clearly defined teacher competency standards can help shape initial teacher education and professional...
Improving professional leadership in Romania’s school system
OCDE
29 Jan 2020
School leaders in Romania primarily consider their function to be purely administrative, rather than having responsibilities for shaping the quality of teaching and learning. This education policy brief highlights how other countries and economies...
Improving access to quality early education in Romania
OCDE
29 Jan 2020
Early childhood education and care (ECEC) attendance in Romania has increased in recent decades but remains below national goals and EU averages. This education policy brief aims to support Romania’s efforts to improve the access and quality of ECEC...
Improving educational equity in Romania
OCDE
29 Jan 2020
Despite improvements in recent years, many students in Romania still progress through school without mastering basic competencies and a large share of them leave school before completing upper secondary education. This education policy brief focuses...
OECD Future of Education and Skills 2030 Anticipation-Action-Reflection Cycle for 2030
OCDE
22 May 2019
The Anticipation-Action-Reflection (AAR) cycle is an iterative learning process whereby learners continuously improve their thinking and act intentionally and responsibly, moving over time towards long-term goals that contribute to collective...
The Future of Education and Skills
OCDE
07 Jun 2018
This OECD Learning Framework 2030 offers a vision and some underpinning principles for the future of education systems. It is about orientation, not prescription. The learning framework has been co-created for the OECD Education 2030 project by...