TALIS is a collaborative effort, bringing together expertise from participating countries that share an interest in developing a survey programme to inform their policies about teachers, teaching and learning. This report is the product of collaboration and co-operation among the member countries of the OECD and the partner countries participating in the third round of TALIS. Engagement with bodies representing teachers (Education International) and regular briefings and exchanges with the Trade Union Advisory Council (TUAC) at the OECD have been very important in the development and implementation of TALIS. In particular, the co-operation of the teachers and principals in the participating schools has been crucial in ensuring the success of TALIS.
The TALIS Governing Board has, in the context of OECD objectives, driven the development of TALIS and has determined its policy objectives. This includes the objectives of the analysis and reports produced, the conceptual framework and the development of the TALIS questionnaires. The governing board has also overseen the implementation of the survey and the preparation of this report.
Participating countries implemented TALIS at the national level at national project centres through, among others, national project managers (NPMs), national data managers (NDMs) and national sampling managers (NSMs), who were subject to rigorous technical and operational procedures. The NPMs played a crucial role in helping to secure the co-operation of schools, to oversee the national adaptation, translation and validation of the questionnaires, to manage the national data collection and processing and to verify the results from TALIS. The NDMs co-ordinated data processing at the national level and liaised in the cleaning of the data. The NSMs were responsible for implementing TALIS, respecting sampling procedures and other rigorous technical and operational procedures.
A Questionnaire Expert Group (QEG) was established to translate the policy priorities into questionnaires to address the policy and analytical questions that had been agreed by the participating countries. A Technical Advisory Group (TAG) was assembled to advise during the decision-making process for technical or analytical issues. A group of subject-matter experts and analysts were also critical in the analytical phase and drafting of the initial reports.
The co-ordination and management of implementation at the international level was the responsibility of the appointed contractor, the International Association for the Evaluation of Educational Achievement (IEA) and its consortium members, Statistics Canada (Ottawa, Canada) and the Australian Council for Educational Research (ACER, Melbourne, Australia). The TALIS Consortium included staff from the IEA offices in Amsterdam and Hamburg, Statistics Canada and ACER. The IEA Hamburg was responsible for the overall survey planning, survey administration and the international data management. The IEA Amsterdam Secretariat was responsible for overseeing the verification of the translation and for quality control in general. Statistics Canada, as a sub-contractor of the IEA, Hamburg, developed the sampling plan, advised countries on its application, calculated the sampling weights and advised on the calculation of sampling errors. Furthermore, ACER was responsible for the quality control of the final report tables and select analytical advice.
The OECD Secretariat had overall responsibility for managing the programme, monitoring its implementation on a day-to-day basis and serving as the secretariat of the TALIS Governing Board.
This information was correct as at 2 March 2020.