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Статті в журналах з теми "OECD-PISA"
Hamidy, Anwaril, and Jailani Jailani. "Kemampuan proses matematis siswa Kalimantan Timur dalam menyelesaikan soal matematika model PISA." Jurnal Riset Pendidikan Matematika 6, no. 2 (November 28, 2019): 133–49. http://dx.doi.org/10.21831/jrpm.v6i2.26679.
Повний текст джерелаLingard, Bob, and Sam Sellar. "Representing Your Country: Scotland, PISA and New Spatialities of Educational Governance." Scottish Educational Review 46, no. 1 (March 13, 2014): 5–18. http://dx.doi.org/10.1163/27730840-04601002.
Повний текст джерелаPratiwi, Pratiwi. "Mengungkap Kebijakan Negara Berkinerja Tinggi Dalam Pendidikan." Jurnal Wacana Kinerja: Kajian Praktis-Akademis Kinerja dan Administrasi Pelayanan Publik 23, no. 1 (June 25, 2020): 119. http://dx.doi.org/10.31845/jwk.v23i1.679.
Повний текст джерелаKangro, Ilze, Andris Kangro, and Rita Kiseļova. "READING COMPETENCE AND ENGAGEMENT OF LATVIAN STUDENTS IN THE VIEW OF OECD PISA 2018 RESULTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 274. http://dx.doi.org/10.17770/sie2020vol3.4883.
Повний текст джерелаImre, Anna, and László Ostorics. "Kiemelt OECD-programok magyarországi tapasztalatai." Educatio 30, no. 4 (January 31, 2022): 654–70. http://dx.doi.org/10.1556/2063.30.2021.4.7.
Повний текст джерелаMazurek, Jiri, Carlos Fernández García, and Cristina Pérez Rico. "Inequality and Students’ PISA 2018 Performance: a Cross-Country Study." Comparative Economic Research. Central and Eastern Europe 24, no. 3 (September 21, 2021): 163–83. http://dx.doi.org/10.18778/1508-2008.24.27.
Повний текст джерелаGiberti, Chiara, and Andrea Maffia. "Mathematics educators are speaking about PISA, aren’t they?" Teaching Mathematics and its Applications: An International Journal of the IMA 39, no. 4 (February 2, 2020): 266–80. http://dx.doi.org/10.1093/teamat/hrz018.
Повний текст джерелаRobertson, Susan L. "Provincializing the OECD-PISA global competences project." Globalisation, Societies and Education 19, no. 2 (February 11, 2021): 167–82. http://dx.doi.org/10.1080/14767724.2021.1887725.
Повний текст джерелаMeyer, Heinz-Dieter. "The OECD as Pivot of the Emerging Global Educational Accountability Regime: How Accountable are the Accountants?" Teachers College Record: The Voice of Scholarship in Education 116, no. 9 (September 2014): 1–20. http://dx.doi.org/10.1177/016146811411600907.
Повний текст джерелаWidjaja, Wanty. "Towards Mathematical Literacy in the 21st Century: Perspectives from Indonesia." Southeast Asian Mathematics Education Journal 1, no. 1 (November 28, 2011): 75–84. http://dx.doi.org/10.46517/seamej.v1i1.12.
Повний текст джерелаДисертації з теми "OECD-PISA"
Bloem, Simone. "Die OECD als epistemologische Autorität : Erkenntnisproduktion mit PISA im OECD-Bildungsdirektorat." Thesis, Paris 5, 2014. http://www.theses.fr/2014PA05H023.
Повний текст джерелаThis study examines the process of knowledge production through the OECD Directorate for Education's Programme of International Student Assessment. The focus is on the mechanisms and strategies of objectivisation of the study and legitimatisation of the OECD as co-ordinator and knowledge producer with PISA, as well as the practices and strategies of data treatment, analysis, interpretation and communication in the OECD Directorate for Education. The OECD Directorate for Education, as an independent actor with a specific thematic orientation, interpretation and diffusion of PISA results has hardly been the focus of scholarly research. Yet, due to its global outreach, its high output rate of PISA products and the widespread use of its products in science, politics and media, the OECD is an important actor in shaping the interpretation and use of PISA data and results. By studying the acting and reasoning of the OECD Directorate for Education with PISA, this study intends to make a contribution to the understanding of the global influence of the OECD in international education policies. This study uses an ethnographic approach. It draws on knowledge and experiences which the researcher has gained through “observing participation” (Soulé, 2007) in the OECD Directorate for Education as well as on knowledge obtained from expert interviews with OECD staff members. Features of the knowledge production of the OECD were also studied by doing document analysis of PISA publications. The findings of this study show an increasing knowledge production with PISA data in the OECD Secretariat between 2001 and 2014, visible in the growing number of publications and materials, but also in new forms of data analysis as well as in public oriented data communication with the aim of raising the relevance of the study and its results in politics, educational practice and society. The pretension of the OECD Directorate for Education to achieve the highest possible attention from society, media and politics is partly in contradiction with the claim for scientific rigour of the results and inferences. Overall, the findings of this thesis suggest a growing politicisation of the knowledge production with PISA in the OECD's Directorate for Education since the publication of first PISA results in 2001
Die Forschungsarbeit untersucht den Prozess der Erkenntnisproduktion mit dem Programme of International Student Assessment (PISA), der sich innerhalb des OECD-Bildungsdirektorat vollzieht. Im Zentrum stehen Mechanismen und Strategien zur Objektivierung der Studie und zur Legitimierung der OECD als Koordinator von und Wissensproduzent mit PISA, sowie Praktiken und Strategien der Datenaufbereitung, -analyse, -interpretation und -kommunikation im OECD-Bildungsdirektorat. Das OECD-Bildungsdirektorat als eigenständig handelnder Akteur mit einer spezifischen inhaltlichen Ausrichtung, Interpretation und Verbreitung von PISA-Ergebnissen stand bisher kaum im Fokus der Forschung. Dabei ist die OECD aufgrund ihrer globalen Reichweite, ihrer hohen Output Rate an PISA Produkten und der weit verbreiteten Nutzung ihrer Produkte in Wissenschaft, Politik und Medien ein bedeutender Akteur, der die Öffentlichkeit hinsichtlich der Deutung und Nutzung von PISA-Daten und Erkenntnissen prägt. Durch die Untersuchung des Handelns und Räsonierens des OECD-Bildungsdirektorat mit PISA möchte diese Arbeit einen Beitrag dazu leisten, den weltweiten Einfluss der OECD auf die internationale Bildungspolitik zu erklären. Der Arbeit liegt ein ethnographischer Ansatz zu Grunde. Sie stützt sich auf Kenntnisse und Erfahrungen, die von der Forscherin im Rahmen einer beobachtenden Teilnahme im OECD-Bildungsdirektorat erworben wurden sowie auf Wissen, das mittels Experteninterviews mit Angestellten des OECD-Bildungsdirektorats gewonnen wurde. Zudem wurden mittels Dokumentenanalyse anhand von PISA-Publikationen Besonderheiten in der Erkenntnisproduktion der OECD untersucht. Ergebnisse dieser Arbeit zeigen eine wachsende Erkenntnisproduktion mit PISA-Daten im OECD Sekretariat im Zeitraum von 2001 bis 2014, sichtbar in einer zunehmenden Anzahl an Publikationen und Materialien, neuer Arten von Datenanalyse sowie einer zunehmend öffentlichkeitswirksamen Datenkommunikation um den politischen, bildungspraktischen und gesellschaftlichen Einfluss der Studie und ihrer Ergebnisse auszubauen. Der Anspruch des OECD-Bildungsdirektorats mit PISA möglichst hohe gesellschaftliche, mediale und politische Aufmerksamkeit auf sich zu ziehen steht zum Teil im Widerspruch mit dem Anspruch an die wissenschaftliche Güte der Ergebnisse und ihren Schlussfolgerungen. Insgesamt sprechen die Ergebnisse für eine zunehmende Politisierung der Erkenntnisproduktion mit PISA im OECD-Bildungsdirektorat seit Veröffentlichung der ersten Ergebnisse im Jahr 2001
Susic, Anisa. "Kan man lita på PISA? : En litteraturöversikt av kritik mot PISA-undersökningarna med fokus på matematik." Thesis, Linköpings universitet, Matematiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-134291.
Повний текст джерелаHarrison, Joseph. "Exploring educational attainment by immigrant background : An analysis of PISA data in six OECD countries." Thesis, Stockholms universitet, Sociologiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-173207.
Повний текст джерелаEngqvist, Jonathan, and Linn Vernersson. "Bäst i test eller undervisningens dödsattest? : OECD och den globala utbildningsvisionen: en litteraturstudie." Thesis, Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-173547.
Повний текст джерелаDerin, Alan. "En undersökning av 2003 och 2015 års PISA-studier : En jämförande studie av ord och begrepp ur ett begreppshistoriskt perspektiv som förekommer i PISA-studiernas två olika tider." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-40634.
Повний текст джерелаLeknes, Stefan. "Hvordan påvirkes kvaliteten i utdanningssektoren av konkurranse fra privatskoler? : En empirisk undersøkelse med PISA 2009 data fra OECD-land." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for samfunnsøkonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-14159.
Повний текст джерелаKarmetun, Christoffer. "Internationell kunskapsmätning för nationell bedömning : Kan PISA-testerna användas för att bedöma svensk skola?" Thesis, Umeå universitet, Statsvetenskapliga institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-175283.
Повний текст джерелаPettersson, Daniel. "Internationell Kunskapsbedömning som inslag i nationell styrning av skolan." Doctoral thesis, Uppsala University, Department of Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9268.
Повний текст джерелаThe object of study is the international knowledge assessments and attention is given to the International Association for the Evaluation of Educational Achievement (IEA) and the Organisation for Economic Co-Operation and Development (OECD). As a way to explain the content in the international knowledge assessments an historical exposition about the IEA and OECD is written. International knowledge assessment is studied in relation to the national and international perspective, but also in relation to educational governing. By doing this concepts of globalisation and internationalisation are discussed as communication patterns. It is then possible to understand organisations like the IEA and OECD as institutionalised communication channels. If this is done it is possible to discuss globalisation and internationalisation as something else than an inevitable endpoint.
Through institutionalised communication channels international knowledge assessments appear in national contexts and some observations can be made. The first one is that international knowledge assessments reformulate relationships. In this the educational actors on national levels are observed. These actors are involved in a struggle for power over definition in what should be seen as educational problems and solutions. In this the actors and the educational system they represent tries to strive and communicate modernity, strong international competitiveness and development. Secondly the actors when reformulating the international ideologies into national contexts transform extern priorities to internal priorities. Thirdly an international ideology might be understood as isomorphic ideology. When the isomorphic ideology impacts national contexts it has to be mediated. The mediation is driven by the fact that it is constituted by the national context, but also by the different roles the actors take or are given. The notion about isomorphic ideology is investigated more properly in Appendix I, in relation to UNESCO, and it is declared that international cooperations are part of nations urge to make their educational institutions more effective. In relation to the conclusion from Appendix I international knowledge assessments are interpreted as a technological/instrumental method for making the production process more effective.
When the international knowledge assessments come down in national contexts some empirical reactions can be discussed. This is analysed from examples taken from the Swedish context, but these results are also in relation to the contexts in Denmark, Norway and the Netherlands. In the study examples are given on how international knowledge assessments are given meaning by political, administrative and media actors. It is primarily three results that can be uplifted. International knowledge assessments are used as an arena for communication in which arguments can be fetched and discussions can be made. International knowledge assessments are also used as present point descriptions, and point of departure for descriptions of educational vision of the future. And finally they are used for legitimising or repudiating politics of education.
Andersson, Caroline. "Åland - en kontext mitt emellan Sverige och Finland : en jämförande diskussion om hur man organiserar verksamheten för sexåringar i relation till styrdokument och resultaten i PISA." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-10815.
Повний текст джерелаLibanori, Guilherme Andolfatto. "Melhores políticas para melhores vidas: um estudo crítico das concepções que embasam o Programme For International Student Assessment (PISA) no período 1997-2012." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/2360.
Повний текст джерелаUniversidade Federal de Minas Gerais
This work has as its object of study the Programme For International Student Assessment (PISA), an international assessment system, created in 1997 by the Organization for Economic Co-operation and Development (OECD) and reaches fifteen students who are in final phase of compulsory schooling. The objective of this study is to analyze the PISA through its justification of creation, objectives and concepts that underlie the official documents of the OECD. In particular, through the analysis of conceptions of quality, equity and accountability in official documents of PISA, we seek to understand to what extent these conceptions are articulated with the economic development goals of OECD, as well as understand the participation of the Organization in educational policies, identify practices that the discourse of OECD seeks to engender in education management and how these conceptions allow to legitimate new forms of assessment which gradually reorganize and impose a new form to the educational process schooled. The theoretical-methodological approach is based on bibliographic and documentary research. The analysis will take place by means of the categories of discursive and social practices, by Paul Veyne, modernization and rationalization, by Max Weber, and the conceptions of social justice and equity, by John Rawls. Our analyzes showed that PISA is a producer and promoter of discursive practices, which aims to spread the instrumental rationality in education, standardize knowledge and skills required by the economic sphere, as well as homogenize and optimize the educational policies worldwide. Thus, PISA is more than an evaluation system, it is a global governance agent that, which through indications and discursive persuasion, kind of soft power actions made by the OECD and legitimized by the participating countries, seeks to disseminate best economic practices in order to homogenize the international productive sphere. Therefore, PISA is projected as an education regulation tool for economic and political purposes.
Este trabalho tem como objeto de estudo o Programme For International Student Assessment (PISA), sistema de avaliação internacional, criado em 1997 pela Organization for Economic Co-operation and Development (OECD) e que atinge estudantes de quinze anos, que estão em fase final de formação escolar obrigatória. O objetivo deste estudo é analisar o PISA por meio de sua justificativa de criação, objetivos e de concepções que o embasam em documentos oficiais da OECD. Em particular, por meio da análise das concepções de qualidade (quality), equidade (equity) e responsabilidade (accountability) nos documentos oficiais sobre o PISA, busca-se compreender em que medida essas concepções se articulam com os objetivos de desenvolvimento econômico da OECD, bem como compreender a participação desta Organização nas políticas educacionais, identificar práticas que o discurso da OECD busca engendrar na gestão educacional e de que forma estas concepções permitem legitimar as novas formas de avaliação que gradualmente vêm reorganizando e impondo uma nova forma ao processo educativo escolarizado. O procedimento teóricometodológico é baseado em pesquisa bibliográfica e documental e sua análise dar-se-á por meio das categorias de práticas discursivas e sociais, de Paul Veyne, modernização e racionalização, de Max Weber, e das concepções de justiça social e equidade, de John Rawls. Nossas análises apontaram que o PISA constitui-se em um produtor e indutor de práticas discursivas, cujo objetivo é propagar a racionalidade instrumental na educação, padronizar conhecimentos e habilidades ensejados pela esfera econômica, bem como homogeneizar e otimizar as políticas educacionais em âmbito mundial. Assim, o PISA é mais do que um sistema de avaliação, sendo um agente de governança global que, por meio de indicações e persuasão discursivas, ações do tipo soft power feitas pela OECD e legitimadas pelos países participantes, busca difundir boas práticas econômicas a fim de homogeneizar a esfera produtiva internacional. Portanto, o PISA projeta-se como instrumento de regulação da educação com fins econômicos e políticos.
Книги з теми "OECD-PISA"
Lewis, Steven. PISA, Policy and the OECD. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8285-1.
Повний текст джерелаDolata, Roman. Polska oświata w międzynarodowych badaniach umiejętności uczniów PISA OECD: Wyniki, trendy, kontekst i porównywalność. Warszawa: Wydawnictwa Uniwersytetu Warszawskiego, 2013.
Знайти повний текст джерелаProgramme for International Student Assessment. and Organisation for Economic Co-operation and Development., eds. Knowledge and skills for life: First results from the OECD Programme for International Student Assessment (PISA) 2000. Paris: Organisation for Economic Co-operation and Development, 2001.
Знайти повний текст джерелаGill, Baljit. Student achievement in Northern Ireland: Results in reading, mathematical and scientific literacy among 15-year-olds from OECD PISA 2000 study. London: Stationary Office, 2002.
Знайти повний текст джерелаPatrick, Bussière, Council of Ministers of Education (Canada), Statistics Canada, and Canada. Human Resources Development Canada., eds. Measuring up: The performance of Canada's youth in reading, mathematics and science : OECD PISA study : first result for Canadians aged 15. Ottawa: Statistics Canada, 2001.
Знайти повний текст джерелаGill, Baljit. Student achievement in England: Results in reading, mathematical and scientific literacy among 15-year-olds from the OECD PISA 2000 study. London: Stationery Office, 2002.
Знайти повний текст джерелаGill, Baljit. Student achievement in Northern Ireland: Results in reading, mathematical and scientific literacy among 15-year-olds from the OECD PISA 2000 study. London: Stationery Office, 2002.
Знайти повний текст джерелаTamara, Knighton, Pennock Dianne, Council of Ministers of Education (Canada), Statistics Canada, and Canada. Human Resources and Social Development Canada., eds. Measuring up: Canadian results of the OECD PISA study : the performance of Canada's youth in science, reading and mathematics : 2006 first results for Canadians aged 15. Ottawa: Statistics Canada, 2007.
Знайти повний текст джерелаTamara, Knighton, Cartwright Fernando, Council of Ministers of Education (Canada), Statistics Canada, and Canada. Human Resources and Skills Development Canada., eds. Measuring up: Canadian results of the OECD PISA study : the performance of Canada's youth in mathematics, reading, science and problem solving : 2003 first findings for Canadians aged 15. Ottawa: Statistics Canada, 2004.
Знайти повний текст джерелаLewis, Steven. PISA, Policy and the OECD: Respatialising Global Educational Governance Through PISA for Schools. Springer Singapore Pte. Limited, 2021.
Знайти повний текст джерелаЧастини книг з теми "OECD-PISA"
Sjøberg, Svein. "OECD, PISA, and Globalization." In The Risky Business of Education Policy, 88–112. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003108511-6.
Повний текст джерелаTire, Gunda. "Estonia: A Positive PISA Experience." In Improving a Country’s Education, 101–20. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_5.
Повний текст джерелаMarôco, João. "Portugal: The PISA Effects on Education." In Improving a Country’s Education, 159–74. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_8.
Повний текст джерелаUrbach, Daniel. "An Investigation of Australian OECD PISA Trend Results." In Research on PISA, 165–79. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4458-5_10.
Повний текст джерелаLewis, Steven. "The Evolving State of the OECD and PISA." In PISA, Policy and the OECD, 13–28. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8285-1_2.
Повний текст джерелаLewis, Steven. "(Re)Considering the ‘Practical Value’ of Comparison." In PISA, Policy and the OECD, 1–11. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8285-1_1.
Повний текст джерелаLewis, Steven. "Topological Relations of Governance." In PISA, Policy and the OECD, 29–63. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8285-1_3.
Повний текст джерелаLewis, Steven. "New Networks: Policy, Philanthropy and Profit." In PISA, Policy and the OECD, 65–95. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8285-1_4.
Повний текст джерелаLewis, Steven. "New Cartographies: Relocating Schools in Topological Policy Spaces." In PISA, Policy and the OECD, 97–131. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8285-1_5.
Повний текст джерелаLewis, Steven. "New Evidence: Governing Schooling Through ‘What Works’." In PISA, Policy and the OECD, 133–70. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8285-1_6.
Повний текст джерелаТези доповідей конференцій з теми "OECD-PISA"
Nolka, Eleni, and Chryssa Sofianopoulou. "GREEK AND PORTUGUESE MATHEMATICS EDUCATION AND PERFORMANCE, THROUGH THE PRISM OF PISA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end025.
Повний текст джерелаZamir, Sara, and Yael Cohen-Azaria. "THE PERCEPTIONS OF ISRAELI TEACHERS TOWARDS PISA- INTERNATIONAL TEST." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/13.
Повний текст джерелаKangro, Andris, and Rita Kiselova. "Latvian Students’ Understanding of Global Problems and Readiness to Get Involved in Solving Them in OECD PISA 2018 Comparison." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.15.
Повний текст джерелаMālere, Agnese, and Linda Mihno. "Different Aspects of Education and Teaching Systems to Ensure High Achievement for 4th Grade Students and 15-Year-Olds." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.42.
Повний текст джерелаOzola, Antra. "The Relation of the ICT Use Patterns with Students’ Reading Literacy Achievement in IEA PIRLS and OECD PISA." In 76th Annual International Conference of the University of Latvia. University of Latvia, 2019. http://dx.doi.org/10.22364/htqe.2018.17.
Повний текст джерелаÇağlayan Akay, Ebru, and Zamira Oskonbaeva. "Evaluation of Factors Affecting Quality Education Using PISA-Based Test Scores: A Case of Asian Countries." In International Conference on Eurasian Economies. Eurasian Economists Association, 2019. http://dx.doi.org/10.36880/c11.02218.
Повний текст джерелаCoscarelli, Eugenio, Alessandro Del Nevo, and Francesco D’Auria. "Post Test Analysis of LB LOCA Transient in PSB-VVER by CATHARE2 Code." In 18th International Conference on Nuclear Engineering. ASMEDC, 2010. http://dx.doi.org/10.1115/icone18-30332.
Повний текст джерелаMihno, Linda. "Influence of Factors Promoting Financial Literacy on the Achievements of Financial Literacy of Students in Latvia." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.26.
Повний текст джерелаMattarelli, Eleonora, and Cristiana De Santis. "Educational System Assessment: Italy And Finland, Comparative Case Study." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11076.
Повний текст джерелаKovtonyuk, Andriy, Alessandro Petruzzi, Carlo Parisi, and Francesco D’Auria. "RELAP5-3D Analysis of OECD-NEA/NRC BFBT Benchmark." In 16th International Conference on Nuclear Engineering. ASMEDC, 2008. http://dx.doi.org/10.1115/icone16-48797.
Повний текст джерелаЗвіти організацій з теми "OECD-PISA"
Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.
Повний текст джерелаSpindelman, Deborah. Investing in Foundational Skills First: A Case from South Korea. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/052.
Повний текст джерела