Documente Academic
Documente Profesional
Documente Cultură
2016-2017
Organizaţia pentru Cooperare Economică şi
Dezvoltare (OECD)
• Testele PIRLS (Progresul în Studiul Internațional al Alfabetizării la Citire/ Lectură) au fost implementate pentru prima dată în
2001 și evaluează nivelul de înțelegere a textului citit (engl. reading comprehension), fiind concepute pentru elevii clasei a IV-
a.
• Testarea este dată regulat, din 5 în 5 ani. Recent, începând cu anul 2011, a fost introdusă și evaluarea prePIRLS, aceasta fiind
o versiune mai puțin dificilă a testelor PIRLS concepute inițial.
• Conceptul de alfabetizare la citire desemneză abilitatea de a înțelege și de a utiliza formele limbii scrise cerute de către
societate și valorizate de către individ.
• Alfabetizarea la citire/ lectură (achiziția capacităților de bază pentru citire) este considerată unul dintre procesele fundamentale
în cadrul școlarizării, întrucât constituie baza învățării tuturor celorlalte discipline de studiu.
Rezultate la nivel național
Rezultate la nivel național
Rezultate la nivel național
Romania
Rezultate la nivel național
SONDAJ DE OPINIE 2016 – Perspectiva elevilor
asupra priorităților de politici publice vizând copiii
și adolescenții
Figura 1. Ierarhia priorităților din perspectiva elevilor
Rata de părăsire timpurie a sistemului de educație și formare
profesională a tinerilor cu vârste cuprinse între 18-24 de ani, date
comparative 2012
5
Kosovo
Jordan Students' sense of belonging relates to teacher
Albania
CABA (Argentina) support
Moldova
Kazakhstan
Viet Nam
Georgia
B-S-J-G (China)
United Kingdom
Romania
Chinese Taipei
Algeria
Qatar
Malta
Trinidad and Tobago
Denmark
Hong Kong (China)
Finland
United Arab Emirates
Macao (China)
FYROM
Singapore
United States
New Zealand
Russia
Ireland
Canada
Estonia
Chile
Norway
Iceland
Slovenia
Sweden
Greece
Thailand
Czech Republic
Portugal
Italy
Japan
Australia
Hungary
OECD average
Lebanon
Croatia
Montenegro
Tunisia
Bulgaria
Germany
Korea
Mexico
Peru
Poland
Austria
Spain
Brazil
Costa Rica
Slovak Republic
Netherlands
Latvia
Belgium
Turkey
Colombia
Indonesia
Switzerland
Uruguay
France
Luxembourg
Dominican Republic
Lithuania
-0.10
0.00
0.10
0.20
0.30
0.40
0.50
0.60
Kazakhstan
Romania Sense of belonging relates to disciplinary climate
FYROM
Jordan
Lebanon
Malaysia
Switzerland
United Arab Emirates
Croatia
Sweden
Georgia
Dominican Republic
Moldova
Brazil
B-S-J-G (China)
Turkey
Albania
Lithuania
Japan
Spain
Austria
Bulgaria
Tunisia
Peru
Luxembourg
Italy
Thailand
Germany
Russia
Kosovo
Finland
France
Ireland
Australia
CABA (Argentina)
Netherlands
Estonia
Mexico
Viet Nam
Chile
United Kingdom
Qatar
Trinidad and Tobago
Colombia
OECD average
Poland
Greece
Uruguay
Montenegro
Slovak Republic
Czech Republic
Norway
Slovenia
Indonesia
Chinese Taipei
Denmark
Korea
Belgium
Algeria
Iceland
Portugal
Hungary Students report higher sense of
Hong Kong (China) belonging in schools
Macao (China)
Canada with a more positive disciplinary
New Zealand
Singapore climate
Latvia
Costa Rica
United States
Malta
Mean index of sense of belonging
-0.50
-0.40
-0.30
-0.20
-0.10
0.00
0.10
0.20
0.30
0.40
0.50
Spain
Austria
Albania
CABA (Argentina)
Student sense of belonging at school
Switzerland
FYROM
Kazakhstan
Germany
Kosovo
Norway
Georgia
Iceland
Jordan
Netherlands
Korea
Denmark
Luxembourg
Indonesia
Portugal
Greece
Finland
Hungary
Italy
Trinidad and Tobago
Croatia
Sweden
Moldova
Chinese Taipei
Lebanon
OECD average
Belgium
Romania
Ireland
Malta
Japan
Chile
France
Viet Nam
Estonia
United States
Uruguay
United Kingdom
Slovenia
United Arab Emirates
Montenegro
Qatar
Canada
Australia
Mexico
Brazil
Costa Rica
New Zealand
Tunisia
Latvia
Singapore
Algeria
Peru
Czech Republic
Poland
Lithuania
Slovak Republic
Colombia
B-S-J-G (China)
Bulgaria
Hong Kong (China)
Thailand
Russia
Dominican Republic
Macao (China)
Turkey
KNOWING WHAT TEACHERS KNOW ABOUT TEACHING
59
Sweden Average
Teaching students with special needs
ICT skills for teaching
New technologies in the workplace
Student behaviour and classroom management
Teaching in a multicultural or multilingual setting
Approaches to individualised learning
Student career guidance and counselling
Student evaluation and assessment practice
Teaching cross-curricular skills
Developing competencies for future work
Pedagogical competencies
School management and administration
Knowledge of the subject field(s)
Knowledge of the curriculum
0 10 20 30 40
%
60
65
70
75
80
90
85
Australia
Austria
Belgiu…
Brazil
Bulgaria
Denm…
Estonia
Hungary
Iceland
Ireland
Italy
Experienced teachers
Korea
Lithua…
Malay…
Malta
Mexico
New teachers
Norway
Poland
Portugal
Slova…
Slovenia
Spain
Turkey
Percentage of class time spent on effective teaching and learning
60
0
5
10
20
25
15
%
Australia
Austria
Belgium (Fl.)
Brazil
Bulgaria
Denmark
Estonia
Hungary
Iceland
Experienced teachers
Ireland
Italy
Korea
Lithuania
Malaysia
Malta
Mexico
Norway
Poland
New teachers
Portugal
Slovak Republic
Slovenia
Spain
Turkey
Percentage of class time spent on keeping order in the classroom
61
62
Average Singapore
13.0
12.5
12.0
11.5
11.0
10.5
26-30
11-15
16-20
21-25
31 or more
5 or less
6-10
Teachers who would receive increased monetary or non-monetary rewards if they are more
innovative in their teaching
60
50
40
%
30
20
10
TALIS…
0
Slovak…
Bulgaria
Denmark
Austria
Malta
Brazil
Turkey
Hungary
Iceland
Estonia
Slovenia
Norway
Spain
Mexico
Poland
Malaysia
Ireland
Italy
Korea
Portugal
Lithuania
Australia
Belgium (Fl.)
%
64
Findings
Higher level of teachers’ content
knowledge
Higher student achievement
Affective-
motivational
competencies
67
pedagogical knowledge
Teacher motivation
willingness to engage in professional
development