More than hundred years ago, nations that are now members of the OECD introduced legislation to set the age compulsory education.
Austria has taken important steps to improve its school system, but needs to reform its complex school governance to further improve quality and equity, according to a new OECD report.
Webinar: Andreas Schleicher, Director of the OECD Directorate for Education and Skills, presents the findings of Equations and Inequalities - Making Mathematics Accessible to All
English, PDF, 2,367kb
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.
Common sense and hard evidence point to the significant impact of socio-emotional skills such as perseverance and responsibility on children's lifetime success.
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.
The Dutch school system is one of the best in the OECD, but raising standards will require further reforms to improve early childhood education, motivate students to excel and develop a career structure that attracts more high performers to the teaching profession, according to a new OECD report.
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?
In 2011 the Social Movement for Public Education led the biggest demonstrations since Pinochet’s dictatorship in Chile. Since then, one of the main campaigns in Chilean society has been for the recognition of education as a social right, under the slogan of “free, quality, public education” (educación pública, gratuita y de calidad).
At the beginning of work-based learning programmes employers make an investment. This pays off later on when, after receiving high quality training, skilled trainees achieve higher productivity and contribute to production.