Cet article fait suite à une présentation d’Isabel Mendinhos au Comité de direction du PEB en juin 1999. Le projet décrit, École 2001, concerne l’École E.B. 2,3 Professor Galopim de Carvalho, <i>un établissement du premier cycle secondaire où elle enseigne, à Pendao, au Portugal.</i> Une...

This article is an extract from a presentation made by Isabel Mendinhos to the PEB Steering Committee in June 1999. The project she describes, School 2001, concerns a school for lower secondary education, School E.B. 2,3 Professor Galopin de Carvalho in Pendao, Portugal where she teaches. A new...

Cet article fait suite à une présentation d’Isabel Mendinhos au Comité de direction du PEB en juin 1999. Le projet décrit, École 2001, concerne l’École E.B. 2,3 Professor Galopim de Carvalho, un établissement du premier cycle secondaire où elle enseigne, à Pendao, au Portugal. Une...

<ul> <li> Entre 2000 et 2012, le pourcentage de jeunes adultes (25-34 ans) diplômés de l’enseignement tertiaire a augmenté de plus de 3 % par an, en moyenne, dans les pays de l’OCDE. </li> <li>En moyenne, dans les 24 entités nationales et infranationales ayant pris part à l’Évaluation des...</li></ul>

<UL> <LI>In most OECD countries, newly arrived 15-year-old immigrant students show poorer reading performance than immigrant students who arrived in their new country when they were younger than five. </LI> <LI>Students who emigrated from less-developed countries where the home language differs from their new...</li></li></ul>

<UL> <LI>The percentage of students who expect to complete university is highest in Korea (80%) and lowest in Latvia (25%).</LI> <LI>Many high-performing students do not expect to go to university, representing potentially lost talent to an economy and society while many low-performing students think they will...</li></li></ul>

<ul> <li> On average across OECD countries, students who are highly motivated to learn mathematics because they believe it will help them later on score better in mathematics – by the equivalent of half a year of schooling – than students who are not highly motivated. </li> <li>Students’ motivation to...</li></ul>

<ul> <li> How educational resources are allocated is just as important as the amount of resources available. </li> <li> High-performing countries and economies tend to allocate resources more equitably across socio-economically advantaged and disadvantaged schools. </li> <li> Among the countries with better-resourced...</li></ul>