If one were to ask ministers of education what they consider to be the most important factor determining the quality of their education systems, the odds are high that they would refer to the quality of the teaching work force.
Over the past 15 years, Colombia’s education system has undergone an extraordinary transformation.
Ensuring that all people have solid foundation skills has become one of the central aims of the post-2015 development agenda.
Students who avoid making an effort to understand mathematics concepts may succeed in some school environments; but a lack of deep, critical and creative thinking may seriously penalise these students later in life when confronted with real, complex problems.
Today, around 5 million students study and do research in a country other than their own, attracted by the quality of overseas universities and willing to complement their education portfolio with international experience.
If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force.
A generation ago, teachers could expect that what they taught would equip their students with the skills needed for the rest of their lives.
Children and young people are among the biggest losers in the European economic and debt crisis.
Primary school is a fundamental stage in children’s education. Yet it is often neglected in education research and policy debates, somehow squeezed between the seemingly more important stages of early childhood education and secondary education.
Teacher professionalism is about a teacher’s knowledge, their autonomy and their membership of peer networks. These are the key elements that lead to more effective teaching.