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  • 29-September-2020

    English

    New OECD PISA report reveals challenge of online learning for many students and schools

    The COVID-19 pandemic has led to school closures across the world and forced teachers and students in many countries to adapt quickly to teaching and learning online. But a new OECD PISA report reveals wide disparities both between and within countries in the availability of technology in schools and of teachers’ capacities to use ICT effectively.

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  • 24-September-2020

    English

    Professional collaboration as a key support for teachers working in challenging environments

    Teachers’ work is multifaceted and dynamic. They frequently encounter students with different needs, such as different ability levels and learning styles, and frequently need to give students feedback or interpersonal support. The COVID-19 pandemic has posed new challenges, as teachers have had to communicate with their students, facilitate learning processes and monitor students’ learning without being physically present. While teachers’ interactions with their students lie at the heart of the teaching and learning process, their relationships and interactions with their colleagues constitute a key professional dimension that has also been seriously affected by the pandemic. Collaboration with colleagues allows teachers to learn from each other’s expertise, share knowledge within their professional community and, ultimately, improve the instruction and support they can give to their students.
  • 24-September-2020

    English

    The Future for Low-Educated Workers in Belgium

    The world of work is changing as a result of technological progress, globalisation and population ageing. The future of work holds many opportunities, but also presents distinct risks which tend to be greater for some population sub-groups, including low-educated workers. This report documents how the labour market for low-educated workers in Belgium has evolved in recent years and what the future might hold for them in terms of both job quality and quantity. Based on comparisons with neighbouring countries, the report seeks to provide policy advice to ensure that low-educated workers are not left behind by the changes that lie ahead.
  • 23-September-2020

    English

    Leadership for a high performing civil service - Towards senior civil service systems in OECD countries

    Public service leaders – senior civil servants who lead and improve major government functions – are at the heart of government effectiveness. They translate political direction into the policies and programmes that keep citizens healthy, safe, and economically productive. In order to do so, however, they need to have both the right skills and institutional support to deploy them effectively. This paper summarises insights from a recently completed project that addressed this challenge. First, the paper identifies four leadership capabilities that are necessary to respond to complex policy challenges: values-based leadership, open inclusion, organisational stewardship, and networked collaboration. Second, the paper outlines a model for assessing senior civil service systems, i.e. the policies, processes and tools needed to develop these capabilities and support leaders in using them. The paper concludes with recommendations to help governments take a systematic approach to the development and management of their public service leaders.
  • 23-September-2020

    English

    Mapping policy approaches and practices for the inclusion of students with special education needs

    Across OECD countries, there are various and diverse policy approaches in place to promote inclusive education systems for students with special education needs (SEN), understood as learning disabilities, physical impairments and disorders related to mental health. Analysing current policies in place across OECD countries and investigating advantages and disadvantages of diverse policy approaches for students with SEN is important when acknowledging non-negligible disparities in terms of enrolment, graduation, and employment outcomes for students with SEN across OECD countries. Overall, educational approaches to address students with SEN have historically shifted from placing students in special school settings to more mainstream education environments. However, differences still exist in the extent to which students are mainstreamed in schools with the rest of the students. Furthermore, education systems differ in the way they design and implement governance arrangements, resourcing systems, capacity-building, school-level interventions, and monitoring and evaluation of their policies in place to support students with SEN. Through a holistic approach, the following desk-based research adopts the analytical framework developed by the OECD’s Strength through Diversity project, Education for Inclusive Societies, to map policy approaches to include students with SEN in education systems and promote their well-being. The review also investigates how special education needs intersect with other forms of induced diversity in education systems and other emerging trends across countries to provide a more comprehensive analysis of the issues at stake.
  • 18-September-2020

    English

    21st World Knowledge Forum: COVID-19 and the New Economic Normal

    The world is in the grip of the worst health, social and economic crisis of our lifetime. The 6% contraction in global GDP that we project for 2020 in our most recent Economic Outlook is the largest in the 60 years of the OECD’s existence.

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  • 16-September-2020

    English

    Digital strategies in education across OECD countries - Exploring education policies on digital technologies

    This working paper identifies OECD countries’ interests in digital innovation in education by analysing their policy papers on digital education. Many OECD countries have adopted a specific strategy on digital education, or integrated the topic in a generic strategy on digital innovation as such. The ideas that are expressed in the strategies differ greatly; some are work in progress, others contain bold envisions of the future. There is a high awareness among OECD countries of the benefits of digitalisation, and the role of government to support digital innovation in education. This paper covers and documents countries’ policy focus before the 2020 coronavirus crisis.
  • 15-September-2020

    Italian, PDF, 1,430kb

    TALIS 2018 Country Note Volume II - Italy (Italian)

    The OECD Teaching and Learning International Survey (TALIS) is an international, large-scale survey of teachers, school leaders and the learning environment in schools. This note presents findings based on the reports of lower secondary teachers and their school leaders in mainstream public and private schools.

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  • 15-September-2020

    English

    Back to the Future of Education - Four OECD Scenarios for Schooling

    Close your eyes for a second and think of something that happened over the last 20 years and you would have never expected to occur. Be it the pandemic, smart phones or something else, the truth is that the future likes to surprise us. Our world is in a perpetual state of change. There are always multiple versions of the future—some are assumptions, others hopes and fears. To prepare, we have to consider not only the changes that appear most probable, but also the ones that we aren’t expecting. Inspired by the ground-breaking 2001 Schooling for Tomorrow scenarios, this book provides a set of scenarios on the future of schooling, showing not a single path into the future, but many. Using these scenarios can help us identify the opportunities and challenges that these futures could hold for schooling and education more broadly. We can then use those ideas to help us better prepare and act now. Whether parents or students, teachers or educational leaders, researchers or policy makers, this book has been written for all those who want to think about futures that haven’t occurred to play their part in shaping the future that will.
  • 14-September-2020

    English, PDF, 852kb

    TALIS 2018 Country Note Volume II - Georgia

    The OECD Teaching and Learning International Survey (TALIS) is an international, large-scale survey of teachers, school leaders and the learning environment in schools. This note presents findings based on the reports of lower secondary teachers and their school leaders in mainstream public and private schools.

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