By Date


  • 15-September-2016

    English

    Achieving Sustainable Development Goal for education by 2030 will be major challenge for all countries

    OECD countries must step up their efforts to improve the quality and equity of their education systems as part of their commitments to meet the Sustainable Development Goal (SDG) for education by 2030, according to a new OECD report.

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  • 12-September-2016

    English

    Investing in Youth: Australia

    The present report on Australia is part of the series on "Investing in Youth", which builds on the expertise of the OECD on youth employment, social support and skills. This series covers both OECD countries and countries in the process of accession to the OECD, as well as some emerging economies. The report provides a detailed diagnosis of youth policies in the area of education, training, social and employment policies. Its main focus is on disengaged or at-risk of disengaged youth.

  • 9-September-2016

    English

    What makes education governance and reform work beyond the drawing table? (OECD Education Today Blog)

    Today’s education systems need to adapt practices to local diversity while ensuring common goals.

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  • 9-September-2016

    English

    Education Governance in Action - Lessons from Case Studies

    Governing multi-level education systems requires governance models that balance responsiveness to local diversity with the ability to ensure national objectives. This delicate equilibrium is difficult to achieve given the complexity of many education systems. Countries are therefore increasingly looking for examples of good practice and models of effective modern governance that they can adapt to their own needs.

    Education Governance in Action: Lessons from Case Studies bridges theory and practice by connecting major themes in education governance to real-life reform efforts in a variety of countries. It builds upon in-depth case studies of education reform efforts in Flanders (Belgium), Germany, the Netherlands, Norway, Poland and Sweden. The case studies are complemented by country examples of efforts to restore and sustain trust in their education systems. Together they provide a rich illustration of modern governance challenges - and successes.

    The volume highlights the importance of the interdependence between knowledge and governance and focuses on essential components for modern education governance: accountability, capacity building and strategic thinking. It sets the agenda for thinking about the flexible and adaptive systems necessary for governing education in today's complex world. This publication will be of interest to policy makers, education leaders, teachers, the education research community and all those interested in education governance and complexity.

  • 6-September-2016

    English

    PISA in Focus No. 65 - Should all students be taught complex mathematics?

    Exposure to complex mathematics concepts and tasks is related to higher performance in PISA among all students, including socio-economically disadvantaged students.

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  • 6-September-2016

    English

    Complex mathematics isn’t for everyone (but maybe it should be) (OECD Education Today Blog)

    PISA 2012 finds that, on average across OECD countries, about 70% of students attend schools where teachers believe that it is best to adapt academic standards to students’ capacities and needs.

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  • 31-August-2016

    English

    Education in Thailand - An OECD-UNESCO Perspective

    Thailand’s education system stands at a crossroads. Significant investment has widened access to education and the country performs relatively well in international assessments compared with its peers. But the benefits have not been universally distributed and Thailand has not received the return on its spending on education that it might have expected. This report encourages Thailand to focus on four priority areas to prepare students from all backgrounds for a fast-changing world. The first is to set clear, common standards for all students through a revised and improved curriculum. The second priority is to build capacity to reliably assess students across the full range of competencies needed for success in life and in learning. Third, Thailand needs to develop a holistic strategy to prepare teachers and school leaders to deliver education reform, including implementing the revised curriculum, and to tackle teaching shortages in the most deprived areas. The final challenge is to create a comprehensive information and communications technology strategy to equip all Thailand’s schools, teachers and students for the 21st century.

  • 23-August-2016

    English

    Do labour markets welcome shorter tertiary degrees? (OECD Education Today Blog)

    At the turn of this century, two different models of higher education programmes prevailed in the world.

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  • 19-July-2016

    English

    Is more vocational education the answer? (OECD Education Today Blog)

    Vocational education and training can mean very different things to different people.

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  • 15-July-2016

    English

    A Brave New World: The new frontiers of technology and education (OECD Education Today Blog)

    When we think of technology and education, we usually think of information and communication technologies (ICTs).

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