IEA Compass: Briefs in Education Series
This series address issues of interest to a broad range of educational stakeholders, especially those involved in influencing educational decision and policymaking. Each publication in the series aims to connect study findings to recurrent and emerging questions in education policy debates at the international and national levels. The briefs cover a range of themes in relation to teaching and learning in school subjects addressed by the IEA studies. The series is edited by Dr David Rutkowski.
If you are interested in producing translations of the articles, please contact IEA Amsterdam.
Note that the series was initially entitled 'Policy Briefs' however the name has been updated to reflect the wider readership of these articles.
Families and formal education have a potential role in instilling democratic values in future citizens, but it is clear that not all depends on schools and families. In failing democratic systems, where informed citizens do not trust their institutions, there is a need to improve transparency, and eradicate corruption in order to promote support for democratic values
Education systems should foster conditions that enable teachers to better enact the intended mathematics curriculum, taking into account students' previous knowledge and current needs. Policies regarding teacher supervision, mentoring, accountability, and evaluation should support teacher enactment of the curriculum.