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.
A new PISA report, Low-Performing Students: Why They Fall Behind and How to Help Them Succeed, offers an in-depth analysis of low performance at school and recommends ways to tackle the problem.
School leaders are calling the PISA-based Test for Schools one of the better indicators out there of how well students are prepared for 21st century learning.
Qualifications are useful because they make skills visible. It is confidently assumed that the holder of a school-leaving certificate can read and understand instructions, and make calculations, and that those with university degrees can do much more.