TIMSS (Trends in International Mathematics and Science Study) 2019 shows that achievement in science and mathematics is on the rise. The international results find most countries are reaching minimum proficiency, gender equity eroded in mathematics at fourth grade, and teachers requiring more professional development for integrating technology into their teaching.
Author Chestnut Hill, Mass disseminates the launch of the TIMSS 2019 Encyclopedia, compiled by the IEA's TIMSS assessment, directed by the TIMSS and PIRLS International Study Center at Boston College.
This publication, which is contained in the Wiley Handbook of Adult Literacy, a handy book for academic researchers, teacher educators, professional developers, program designers, and graduate students, defines the attributes and
The Academic Network on Global Education & Learning (ANGEL) has released the third edition of their project; Global Education Digest.
As part of the international release of TIMSS (Trends in International Mathematics and Science Study) 2019 and in the context of the study’s efforts to advance the global Sustainable Development Goal (SDG) 4, monitoring progress and promoting appropriate national, regional and international tools for measuring learning outcomes, a joint report by IEA and UNESCO has been released, entitled "Measuring global education goals: How TIMSS helps". The report has been prepared in English, French and Spanish.
Results from TALIS Starting Strong 2018 on early childhood education and care (ECEC) for children under age 3 were released on July 2, 2020. The report explores the importance of ECEC on learning, development and well-being of children under age 3 and answers many questions concerning parents, other actors in the field of early childhood education, and policy makers.
The OECD’s Programme for International Student Assessment’s (PISA) 2018 included an optional assessment that examines 15-year-old students’ understanding about money matters and financial literacy. Around 117,000 students took part in this assessm
21st-century skills are increasingly important, what is not fully appreciated is the extent to which these skills rely upon strong foundational literacy and numeracy skills. Foundational cognitive skills are defined as to understand, use and interpret written and mathematical information. It is difficult to critically evaluate, problem-solve or analyze data without such skills. For young adults graduating from high school and college, it is typically assumed that they have acquired these foundational skills.
Rebecca Vukovic, in her article, argues that although almost 90% of teachers in OECD's TALIS 2018 study reported that they liked their profession, only a few reported that they think they were valued by the society. In this article, the author goes on to disseminate findings from the TALIS 2018 study to highlight teachers' views on different aspects of their profession.