This case study explores the strategies, processes and outcomes of an education reform in Poland which was introduced in 2009 and substantively changed the school inspection system. Its analysis looks in particular at the co-operation between the central and the local level throughout the...

<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>

<UL> <LI>Successful education systems are able to guarantee that all students succeed at high levels. </LI> <LI>Across OECD countries, around 60% of the overall, country-level variation in student performance can be traced to differences in how well students who attend the same school can be expected to perform....</li></li></ul>

<UL> <LI>PISA results show that no country or economy has reached the goal of creating a completely equitable education system, but some are much closer than others.</LI> <LI>Some countries and economies have shown that improvements in equity can be achieved at the same time as improvements in overall...</li></li></ul>

<UL> <LI>Countries vary in the way they use marks, but they all tend to reward the mastery of skills and attitudes that promote learning. </LI> <LI>Teachers tend to give girls and socio-economically advantaged students better school marks, even if they don’t have better performance and attitudes than boys and...</li></li></ul>

<UL> <LI>Immigrant students often have to overcome multiple barriers at once in order to succeed at school. </LI> <LI>Across most OECD countries, poor performance among immigrant students relative to other students is strongly related to social disadvantage at school, as reflected in the proportion of students...</li></li></ul>