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L’utilisation des enquêtes PISA comme outil de régulation des poli­tiques éducatives suscite débats et controverses sur la scène scolaire internationale. Tous les trois ans, PISA évalue les compétences des élèves au terme de leur scolarité obligatoire puis compare les résultats des pays participants dans le but de tirer des conclusions sur leurs sys­tèmes éducatifs et d’identifier d’éventuels facteurs de succès. L’enjeu est de déterminer dans quelle mesure les élèves disposent des connais­sances et des outils nécessaires à leur insertion dans la société moderne et au développement de celle-ci. Suivant le même principe, la Suisse s’est soumise à une enquête PISA supplémentaire à l’échelle nationale afin de disposer de données plus approfondies sur chacun de ses cantons. Nous nous intéresserons à la Suisse romande, où la revendication de l’objectif de promotion de mo­dèles efficaces et équitables peine à faire l’unanimité. Qu’en est-il des cantons du Valais et de Genève en particulier, où les résultats des élèves apparaissent très contrastés ? Cet ouvrage propose une analyse des quatre premières enquêtes PISA dans ces deux cantons afin de déterminer d’où proviennent ces diffé­rences de performance, d’identifier les raisons qui expliquent le scepti­cisme existant au sujet de PISA et d’établir d’éventuelles relations entre les résultats PISA et certaines mesures appliquées au plan des politiques éducatives régionales et cantonales.

Education & Educational Research --- PISA --- systèmes éducatifs --- Harmos --- comparaison --- education systems --- comparison

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How can countries make sustainable gains in student learning at scale? This is a pressing question for Latin America and the Caribbean (LAC)--and the developing world more broadly--as countries seek to build human capital to drive sustainable growth. Significant progress in access has expanded coverage such that nearly all children in the region attend primary school, but many do not gain basic skills and drop out before completing secondary school, in part due to low-quality service delivery. The preponderance of evidence shows that it is learning--and not schooling in and of itself--that contributes to individual earnings, economic growth, and reduced inequality. For LAC in particular, low levels of human capital are a critical factor in explaining the region's relatively weak growth performance over the last half century. The easily measurable inputs are well-known, and the end goal is relatively clear, but raising student achievement at scale remains a challenge. Why? Part of the answer lies in management--the managers, structures, and practices that guide how inputs into the education system are translated into outputs, and ultimately outcomes. While management is often mentioned as an important factor in education policy discussions, relatively little quantitative research has been done to define and measure it. And even less has been done to unpack how and how much management matters for education quality. This study presents new conceptual and empirical contributions that can be synthesized in four key messages: 1. Student learning is unlikely to improve at scale without better management. 2. Management quality can be measured and should be measured as a catalyst for improvement. 3. Management affects how well every level of an education system functions, from individual schools to central technical units, and how well they work together. 4. Several pathways to strengthening management are open to LAC countries now, with the potential for significant results. The study elaborates on each of these messages, synthesizing recent data and research and presenting the results of several new research initiatives from across the region.

Coronavirus --- COVID-19 --- Education Management --- Education Outcomes --- Education Quality --- Education Spending --- Education Systems Reforms --- Learning Loss --- Public Schools --- Student Learning

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Over the past two decades, the Jordanian education system has made significant advances. Net enrollment in basic education increased from 89 percent in 2000 to 97 percent in 2006. Transition rates to secondary education increased from 63 to 79 percent in the same period. At the same time, Jordan made significant gains on international surveys of student achievement, with a particularly impressive gain of almost 30 points on the science portion of the Third International Mathematics and Science Study. Changes in test scores over time are presented and analyzed using decomposition analysis. The trends are related to policy changes over time. It is argued that benchmarking education systems and constant feedback between researchers and policymakers contributed to this achievement.

Benchmarking education systems --- Education --- Education for All --- Education quality --- Learning assessment --- Primary Education --- Secondary Education --- Social Development --- Teaching and Learning --- Tertiary Education --- Jordan

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Over the past two decades, the Jordanian education system has made significant advances. Net enrollment in basic education increased from 89 percent in 2000 to 97 percent in 2006. Transition rates to secondary education increased from 63 to 79 percent in the same period. At the same time, Jordan made significant gains on international surveys of student achievement, with a particularly impressive gain of almost 30 points on the science portion of the Third International Mathematics and Science Study. Changes in test scores over time are presented and analyzed using decomposition analysis. The trends are related to policy changes over time. It is argued that benchmarking education systems and constant feedback between researchers and policymakers contributed to this achievement.

Benchmarking education systems --- Education --- Education for All --- Education quality --- Learning assessment --- Primary Education --- Secondary Education --- Social Development --- Teaching and Learning --- Tertiary Education --- Jordan

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The complex learning era of the 21st century, with the affordances of technology creating vast opportunities of new learning environments, calls into question, what makes an effective teacher for today and tomorrow. Concerns with student outcomes based primarily on a limited set of measures and attribution of student achievements to the quality of teachers, often obscure the essential perspective of long-haul vision of education. An inventive approach to evolve practices to prepare and develop teachers with design skills and a creative mindset is important in order to understand the whole child , and enable him/her to cope with the ever-changing learning context. The teacher factor is a key catalytic force for improving education by redefining teacher effectiveness. 
 The perspectives presented in Teacher Effectiveness: Capacity Building in a Complex Learning Era aim at bridging the gaps for much needed resources on teacher education and teacher professional development. The importance of evidence-based approaches, planning for quality impact and contextualisation of relevant outcomes are illustrated. 
KEY FEATURES 
The rich experiences and perspectives from contributing authors, including experts, deans, directors and presidents of major institutions and associations, provide innovative insights and ideas Learning points from top-performing education systems around the world such as Finland, South Korea and Singapore are presented Conceptualisation with evidence-based perspectives and planning for quality outcomes Contextualisation of teacher effectiveness with emphasis on capacity building Multidisciplinary coverage of theory-practice linkage, multifaceted approach to teacher effectiveness Future orientation taking into account the rapidly changing learning environments


Teacher education. Teacher's profession --- lerarenopleiding --- FINLAND -- 371.74 --- SOUTH KOREA -- 371.74 --- SINGAPORE -- 371.74 --- PLANNING FOR QUALITY OUTCOMES -- 371.74 --- CAPACITY BUILDING -- 371.74 --- THEORY-PRACTICE LINKAGE -- 371.74 --- TOP-PERFORMING EDUCATION SYSTEMS -- 371.74