By Date


  • 16-June-2016

    English

    Why should we improve learning opportunities for young kids (OECD Education Today Blog)

    More than hundred years ago, nations that are now members of the OECD introduced legislation to set the age compulsory education.

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  • 9-June-2016

    English

    OECD Reviews of School Resources: Austria 2016

    The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.
    The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources, such as learning time.
    This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.

  • 8-June-2016

    English

    Webinar: Andreas Schleicher, Director of the OECD Directorate for Education and Skills, presents the findings of Equations and Inequalities - Making Mathematics Accessible to All

    Webinar: Andreas Schleicher, Director of the OECD Directorate for Education and Skills, presents the findings of Equations and Inequalities - Making Mathematics Accessible to All

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  • 2-June-2016

    English

    Advancing Child Well-Being to Promote Inclusive Growth

    This scoping paper discusses child well-being outcomes and inequalities in its different dimensions, including conditions in which families with children live and child-centred aspects of well-being. It identifies key policy challenges and how future OECD work can assist countries in addressing them.

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  • 2-June-2016

    English, PDF, 3,179kb

    OECD Expertise Relevant to the Sustainable Development Goals

    This document maps existing OECD capacity to support each of the 17 Sustainable Development Goals (SDGs). It focuses on the identification of relevant OECD data, policy tools and instruments, and platforms for dialogue. The information contained in this document has helped inform the OECD Action Plan on the SDGs, and will offer a useful reference for its implementation. C/MIN(2016)6/ADD1

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  • 2-June-2016

    English, PDF, 2,367kb

    OECD Action Plan on the Sustainable Development Goals

    Sound public policies grounded in evidence – and implemented effectively – will be crucial for the achievement of the 2030 Agenda for Sustainable Development. This document outlines four broad areas for future action for the OECD, highlighting what it could do more of – or do differently – to support the achievement of the Sustainable Development Goals. C/MIN(2016)6.

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  • 31-May-2016

    English

    Towards better tools to measure social and emotional skills (OECD Education Today Blog)

    Common sense and hard evidence point to the significant impact of socio-emotional skills such as perseverance and responsibility on children's lifetime success.

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  • 25-May-2016

    English

    No gain without (some) pain (OECD Education Today Blog)

    Across OECD countries, 32% of low-performing students reported that they give up easily when confronted with a difficult mathematics problem compared to only 13% of top performers.

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  • 25-May-2016

    English

    Netherlands 2016 - Foundations for the Future

    How can the Netherlands move its school system “from good to great”? This report draws on international experience to look at ways in which the strong Dutch school system might go further still on the path to excellence. Clearly the Dutch school system is one of the best in the OECD, as measured by PISA and PIAAC and is also equitable, with a very low proportion of poor performers. The report therefore proposes an incremental approach to reform, building on strengths while responding to some emerging challenges. The Netherlands should strengthen the quality of early childhood education and care, revisit policies related to early tracking with more objective testing and track decisions, and enhance the permeability of the system. It should develop the professionalism of teachers and school leaders through enhanced collective learning and working, while at the same time strengthening accountability and capacity in school boards. This report will be valuable not only for the Netherlands, but also to the many other education systems looking to raise their performance who are interested in the example of the Netherlands.

  • 24-May-2016

    English

    Going beyond education policies – how can PISA help turn policy into practice? (OECD Education Today Blog)

    How are policy makers in the United States using data to help districts maximise their impact? And, what tools do districts need to work together in order to build stronger communities?

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