English, PDF, 421kb
Note summarising Spain's results in the PISA 2012 problem solving assessment.
English, PDF, 401kb
Note summarising the performance of 15-year-olds in Japan in the PISA 2012 assessment of problem solving.
Presentation for the 2014 International Summit on the Teaching Profession, by Andreas Schleicher, Acting Director for the Directorate of Education and Skills, and Special Advisor on Education Policy to the Secretary-General, OECD
The three questions that this Summit will focus on are: How can high quality teachers and leaders be attracted into and retained in schools of the greatest need? What are the levers for achieving equity in increasingly devolved education systems? How are learning environments created that meet the needs of all children and young people?
This OECD Skills Strategy Spotlight sets out how the tax code affects skills development decisions, individuals’ and companies' skills decisions.
English, Powerpoint, 4,163kb
Presentation on lessons for Sweden in light of the PISA 2012 results.
This diagnostic report identifies 12 skills challenges for Norway which were distilled from a series of interactive diagnostic workshops held with a range of stakeholders. It marshals a wide array of relevant OECD evidence to shed further light on these challenges. It also offers some concrete examples of how other countries are tackling similar skills challenges.
The School Resources Review provides analysis and policy advice on how to distribute, utilise and manage resources so that they contribute to achieving countries’ educational objectives to the fullest. It reviews policy evidence to help governments achieve effectiveness and efficiency in education.
Across OECD countries, 18% of students skipped classes at least once in the two weeks prior to the PISA test, and 15% of students skipped a day of school or more over the same period.
There is increasing recognition that early childhood education and care (ECEC) provides a crucial foundation for future learning and helps to develop the cognitive and non-cognitive skills shown to be important for future success. There is also growing recognition thatthe magnitude of the benefits is conditional on “quality”, but there has been no consensus on what constitutes quality.