By Date


  • 7-July-2017

    English

    Education Indicators in Focus No. 53 - How have teachers’ salaries evolved and how do they compare to those of tertiary-educated workers?

    The combined effects of policy reforms to attract and/or retain teachers, and financial constraints in the context of the economic downturn in 2008 may explain part of the recent trends in teachers’ salaries: decreases in statutory salaries and smaller salary gaps between levels of education.

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  • 7-July-2017

    English

    Do countries pay their teachers enough? (OECD Education Today Blog)

    Teachers enter the profession for a variety of reasons. Intrinsic motivations that have to do with the nature of the job and the intangible rewards associated with being an effective teacher play an important role.

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  • 28-June-2017

    English

    Education Indicators in Focus No. 52 - Who bears the cost of early childhood education and how does it affect enrolment?

    Local governments are the main contributors to the financing of early childhood education, particularly with regards to core goods and services such as staff salaries and school buildings. Households and other private entities bear a greater share of the cost than in other levels of education, particularly for ancillary services such as meals, school health services and transport.

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  • 28-June-2017

    English

    Are countries ready to invest in early childhood education? (OECD Education Today Blog)

    There is now a widespread consensus that high-quality early childhood education is critically important for children. Research continues to find that early childhood education can compensate for a lack of learning opportunities at home, and can help children begin to develop the social and emotional skills needed for success later in life.

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  • 26-June-2017

    English

    Realising Slovenia’s bold vision for skills (OECD Education Today Blog)

    Small in size but not in its ambitions, Slovenia has a bold vision for a society in which people learn for and through life, are innovative, trust one another, enjoy a high quality of life and embrace their unique identity and culture.

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  • 26-June-2017

    English

    Investigating the complexities of school funding (OECD Education Today Blog)

    Back in 2013, when we launched the OECD's first international review of school resource policies, we may not have been fully prepared for the detective-type work we were getting into. The OECD Review of School Resources covers 18 school systems and aims to shed light on a part of education policy that has been surprisingly left in the dark.

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  • 26-June-2017

    English

    The Funding of School Education - Connecting Resources and Learning

    This report on the funding of school education constitutes the first in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. School systems have limited financial resources with which to pursue their objectives and the design of school funding policies plays a key role in ensuring that resources are directed to where they can make the most difference. As OECD school systems have become more complex and characterised by multi-level governance, a growing set of actors are increasingly involved in financial decision-making. This requires designing funding allocation models that are aligned to a school system’s governance structures, linking budget planning procedures at different levels to shared educational goals and evaluating the use of school funding to hold decision makers accountable and ensure that resources are used effectively and equitably.

    This report was co-funded by the European Commission.

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  • 23-June-2017

    English

    Rethinking the learning environment (OECD Education Today Blog)

    What do innovative learning environments around the world look like? How might they be led and evaluated? What policy strategies stimulate and support them? For the past decade the OECD’s Centre for Education Research and Innovation (CERI) has addressed these and similar questions in an international study called Innovative Learning Environments.

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  • 22-June-2017

    English

    Archived webinar - Transitions from Early Childhood Education and Care to Primary Education

    The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum.

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  • 22-June-2017

    English

    The OECD Handbook for Innovative Learning Environments

    How might we know whether our schools or system are set up to optimise learning? How can we find out whether we are getting the most from technology? How can we evaluate our innovation or think through whether our change initiative will bring about its desired results? Teachers and educational leaders who grapple with such questions will find this handbook an invaluable resource. It draws on extensive reports and materials compiled over a decade by the OECD in its Innovative Learning Environments (ILE) project. Its four chapters – The learning principles; The innovative learning environment framework; Learning leadership and evaluative thinking; and Transformation and change - each contain a concise, non-technical overview introduction followed by a set of tools. The handbook makes good the ILE ambition not just to analyse change but to offer practical help to those around the world determined to innovate their schools and systems.

    “If there has been one lesson learnt about innovating education, it is that teachers, schools and local administrators should not just be involved in the implementation of educational change but they should have a central role in its design.” Andreas Schleicher, OECD Director for Education and Skills.

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