Browse by: "2018"

L’Enquête ITEL (Innovative Teaching for Effective Learning, des pédagogies innovantes pour un apprentissage performant) sur les connaissances des enseignants est la première étude internationale à explorer la nature, la fonction et le développement des connaissances pédagogiques des enseignants, c’est-à-dire ce qu’ils savent sur l’enseignement et l’apprentissage.
Les enseignants en fonction et les enseignants en formation affichent de meilleures connaissances dans la partie de l’évaluation dédiée à la gestion de la classe que dans d’autres domaines du processus pédagogique, tels que les méthodes d’enseignement et la planification des cours.
D’après les résultats de l’étude, plus les enseignants développent leurs connaissances en gestion de la classe, plus ils ont confiance en leur capacité à maîtriser les processus globaux d’enseignement et d’apprentissage. Les connaissances en gestion de la classe semblent aussi avoir une plus forte incidence sur le sentiment d’efficacité personnelle des enseignants que l’apprentissage de la planification des cours.
Les enseignants en fonction qui disent avoir confiance en leurs compétences dans la gestion de classe disent avoir également des pratiques pédagogiques de meilleure qualité dans ce domaine.
L’apprentissage et le développement (notamment les stratégies cognitives d’apprentissage, la mémoire et les processus d’information) sont des domaines où la marge d’amélioration du socle de connaissances pédagogiques des enseignants est la plus grande.

This paper reviews alleged societal benefits and costs of International Investment Agreements (IIAs) as suggested by academia, governments, business and civil society. It sets out the wide range of issues that diverse actors have proposed in the context of assessing the societal benefits and costs of IIAs.
The paper analyses and organises the available material generated by these sources to identify and classify the many different issues, summarises available empirical evidence and findings in these sources on the individual aspects, and assesses strengths and weaknesses of the approaches. The paper focuses in particular on the investor protection component of IIAs. The inventory finds that for many claims about the positive or negative impact of IIAs, little robust evidence has been generated to date. The paper highlights methodological challenges and suggests areas where further study would be required to draw firmer conclusions.

This paper, a collaborative effort between the OECD LEED Trento Centre, the Emilia Romagna Region, and ERVET, aims to identify policy needs and priorities in the Adriatic-Ionian macro-region. Emphasizing locally-tailored approaches over top-down programs, it explores how integrated policies can stimulate growth and address exclusion. Focused on EU Cohesion Policy and the EUSAIR, it evaluates the alignment between the ADRION Programme and the macro-regional strategy. Through gap analyses and comparative studies, the paper offers recommendations to enhance ADRION's performance and strengthen coordination with the EUSAIR, providing valuable insights for policymakers navigating the complexities of regional development in the Adriatic-Ionian region.

The OECD’s 2014 Review of Risk Management Policies: Resilience to Major Floods in the Seine Basin highlighted challenges to improving resilience to this risk in terms of governance, knowledge, urban development, infrastructures and funding. The review identified opportunities, especially those offered by the Greater Paris project, to meet these challenges, through 14 recommendations made within the framework of the OECD High Level Risk Forum. This paper reviews progress made and identifies future challenges.

The OECD Survey of Adult Skills is the jewel in the crown of its Programme for the International Assessment of Adult Competencies (PIAAC). This paper argues that the findings and policy lessons from the project to date justify the high hopes which were placed in PIAAC when detailed planning for the project began in 2003. First, it presents a brief recap of PIAAC and its two predecessor international skills surveys. Second, it outlines the main themes which have been investigated to date using data from PIAAC. Third, the main findings and policy lessons drawn from PIAAC are highlighted. Finally, looking forward to the second cycle of PIAAC, for which planning is now underway, the paper suggests some priority areas for improvement to the survey design in order to add to its analytical usefulness and enhance its utility to policy makers.

This paper was prepared as background for a discussion held at the 2017 OECD Global Forum on Competition on judicial perspectives on competition law. It introduces the judicial role in the application of competition law in West Africa amongst other issues.

The objective of this paper is to identify the manifold security threats confronting the Republic of Niger. It examines if and how various domestic and external actors may exploit Niger’s adverse structural conditions to their benefit and derives possible future scenarios and recommendations for policymakers. Foreign-based jihadist groups such as Al Qaeda in the Islamic Maghreb (AQIM) and Boko Haram will continue to threaten Niger’s domestic stability. However, these groups are unlikely to make further inroads into Nigerien territory. The Tuareg community and conservative Sunni groups are unlikely to rise up against the state as both are well integrated into the political and societal landscape. The most viable threat to Niger’s stability is the continued inability of the current administration to translate macroeconomic gains and donor support into pro-poor growth and social inclusion. The increasing use of authoritarian measures against citizens and journalists has the potential to escalate further and to undermine the legitimacy of the government in the long-term.

Resilience refers to the capacity of individuals to prosper despite encountering adverse circumstances. This paper defines academic resilience as the ability of 15-year-old students from disadvantaged backgrounds to perform at a certain level in the Programme for International Student Assessment (PISA) in reading, mathematics and science that enables them to play an active role in their communities and prepares them to make the most of lifelong-learning opportunities. Using data from the most recent PISA cycles, this paper explores changes in the share of resilient students over time (2006-2015); highlights the importance of school environments and resources in mitigating the risk of low achievement for disadvantaged students; and identifies school-level factors that are associated with the likelihood of academic resilience among socio-economically disadvantaged students. Analyses reveal that several countries were able to increase the share of resilient students over time, reflecting improvements in the average performance of students, or a weaker relationship between socio-economic status and performance. In the vast majority of education systems examined, the likelihood of academic resilience among disadvantaged students is lower in schools where students report a negative classroom climate. The paper concludes by exploring school policies and practices that are associated with a positive classroom climate.

PISA 2015 data show that, on average across OECD countries, as many as three out of four students from the lowest quarter of socio-economic status reach, at best, only the baseline level of proficiency (Level 2) in reading, mathematics or science. While in Canada, Denmark, Estonia, Finland, Germany, Hong Kong (China), Ireland, Japan, Korea, the Netherlands, Norway, Singapore, Slovenia and Viet Nam, more than 30% of disadvantaged students scored at Level 3 or above in all PISA subjects in 2015, and can thus be considered “academically resilient”.
Students who perform at Level 3 begin to demonstrate the ability to construct the meaning of a text and form a detailed understanding from multiple independent pieces of information when reading. They can work with proportional relationships and engage in basic interpretation and reasoning when solving mathematics problems; and they can handle unfamiliar topics in science. Such skills are the foundations for success and further learning later in life.
PISA data collected over a decade (in 2006, 2009, 2012 and 2015) show that several countries have been able to increase the share of academically resilient students among those in the bottom quarter of socio-economic status.