This paper provides a quantitative description of decoupling in OECD countries over the past two decades, with the results suggesting that it is explained by declines in both labour shares and the ratio of median to average wages (a partial measure of wage inequality).

Most people see social inequities in education as stubbornly persistent.

The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education systems.

The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education systems. PISA shows that, rather than assuming that inequality of opportunity is set in stone, school systems can become more equitable over a relatively short time.

Inequality has been growing in most OECD countries since the 1980s and is currently at its highest level in 30 years. Forecasts for 2060 suggest that gross earnings inequality could continue to rise dramatically across the OECD if current trends persist.

Wales should continue its efforts to reform the curriculum and raise the standards of teaching in order to improve the quality and equity of its school system, according to a new OECD report.

How Wales can ensure the successful implementation of its reforms (OECD Education Today Blog)

Since its inaugural edition in 2011 in New York City, the ISTP has become an important forum for open and constructive exchange on effective teacher policies and practices. It assembles governments and teacher organisations from a number of high-performing and rapidly improving school systems, as certified by recent results of the Programme for International Student Assessment (PISA).

Ukraine has taken ambitious steps to tackle bribery and corruption across government, including public procurement and, law enforcement. It should now step up its efforts to tackle integrity risks and violations in education, such as unmerited grades, misappropriated school funds, and preferential access to schools and study programmes - according to a new OECD report.

PISA data reveal large disparities in achievement not only across countries, but also within countries across different subgroups of students.

The striking cross-national variation in socio-economic disparities in skills gaps among 15-year-olds, and the evolution of these gaps between the ages of 15 and 27, raises the question of what policies and institutional arrangements may explain such variability.

Despite increased funding and many reforms, most education systems are still seeking ways to better prepare their students for a world in which technological change and the digital revolution are changing the way we work, live and relate to one another.

The expectations for teachers are high and rising each day.

Developing human capital is an integral part of economic growth and social progress.

Every year in March, education ministers and union leaders of the highest-performing and most rapidly improving education systems (according to PISA) meet to seek ways to improve the status of the teaching profession. Many countries could use such guidance.

Well-designed policies could help address the outstanding issues in the ECEC profession and work environment in Kazakhstan. Some potential options for Kazakhstan are suggested in this report, based on its findings and the background report prepared by Kazakhstan and supplemented by a survey of policy options and country experiences.

Teenagers who feel part of a school community and enjoy good relations with their parents and teachers are more likely to perform better academically and be happier with their lives, according to the first OECD PISA assessment of students’ well-being.

Happy schools are places where children feel challenged but competent, where they work hard but enjoy it, where social relationships are rewarding and respectful, and where academic achievement is the product but not the sole objective.

This report discusses the implications of the digitalisation of finance for financial education and relevant consumer protection issues and provides an overview of digital financial services around the world.

The Dutch education system and the skills of the Dutch population are very strong overall. But there are concerns that too many people in the Netherlands are not developing the “right” skills to succeed or taking sufficient responsibility for maintaining and further developing their skills in adulthood.

In an increasingly competitive international environment, providing workers with the right mix of skills can help ensure that globalisation translates into new jobs and productivity gains rather than negative economic and social outcomes, according to a new OECD report.

In most countries with available data, public educational institutions charge different tuition fees for national and foreign students enrolled in the same programme. In Australia, Austria, Canada, New Zealand and the United States, foreign students pay on average about twice or more the tuition fees charged to national students.

In 2014, over 3 million students in OECD countries – more than double the amount in 2000 – were studying outside their country of citizenship.

Greece should prioritise investment in education and training and improve the quality of teaching and educational leadership in order to boost medium and long-term growth prospects, according to a new OECD report.

24 May 2017: PISA 2015 Results (Volume IV): Students’ Financial Literacy explores students’ experience with and knowledge about money and provides an overall picture of 15-year-olds’ ability to apply their accumulated knowledge and skills to real-life situations involving financial issues and decisions.

Two in three 15-year-old students earn money from work activity, and more than one in two hold a bank account.

Why is it that even highly educated migrants to OECD countries are less likely to be employed than native-born adults who are similarly educated, even if the migrants have lived in their host country for several years?

PISA 2015 Results (Volume IV): Students’ Financial Literacy, explores students’ experience with and knowledge about money and provides an overall picture of 15-year-olds’ ability to apply their accumulated knowledge and skills to real-life situations involving financial issues and decisions.

Join Andreas Schleicher, Director of the OECD Directorate for Education and Skills, and Éric Charbonnier, analyst in the Early Childhood and Schools division, who will present the main findings from Starting Strong V - Transitions from Early Childhood Education and Care to Primary Education.

Unlike earlier PISA reports, the 2015 PISA report (Volume I and Volume II) highlights differences in sample coverage – how many students were eligible to participate in PISA – between countries.

Countries should step up their efforts to provide affordable and high-quality early childhood education and care (ECEC) to improve social mobility and give all children the chance to fulfil their potential, according to a new OECD report.

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.

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.

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.

In August 2015, a newspaper published a story about Sam Cookney’s commute to work. Pretty boring, one would think, as long commutes are nothing new for most of us. However, Sam’s story is not so common. He works in London and commutes, several times per month, from Barcelona!

Interview with Matthew D’Ancona, political columnist for the Guardian and the New York Times

Globally, enrolment in secondary education has expanded dramatically over the past decades. This expansion is also reflected in PISA data, particularly for low- and middle-income countries. Between 2003 and 2015, Indonesia added more than 1.1 million students, Turkey and Brazil more than 400 000 students, and Mexico more than 300 000 students, to the total population of 15-year-olds eligible to participate in PISA.

Moving from the world of school to the world of work is one of the most dramatic changes in the lives of young people. And for many youngsters this transition does not go smoothly.

The transition from school to work can be a difficult period associated with spells of unemployment. Data show that those who leave school early have comparatively low skills and low educational attainment and face the greatest challenges in the labour market compared to their peers who stayed in education longer.

Tertiary enrolment is expanding rapidly, with very strong returns for individuals and taxpayers, but new evidence shows that universities can fail to offer, and individuals fail to pursue, the fields of study that promise the greatest labour-market opportunities, according to a new OECD report.

Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world.

Disadvantaged students don’t have as many resources at home as their advantaged peers so ideally schools would need to compensate by providing more support. However, often schools reinforce social disparities rather than moderate them.

Adults who lack basic skills – literacy and numeracy – are penalised both in professional and private life. They are more likely to be unemployed or in precarious jobs, earn lower wages, have more health issues, trust others less, and engage less often in community life and democratic processes.

Full and effective implementation of recent reforms, including the Jobs Act and the Good Schools reform, would help boost growth in Italy by improving people’s skills and ensuring their more effective use across the country, according to a new OECD report.

Diversity in the classroom includes differences in the way students brains learn, or neurodiversity. Diagnoses of neurodevelopmental disorders such as autism spectrum disorder (ASD) and attention deficit hyperactive disorder (ADHD) have risen dramatically in the last two decades.

Diversity in the classroom includes differences in the way students’ brains learn, or neurodiversity. Neurodevelopmental disorders such as autism spectrum disorder (asd) and attention deficit hyperactive disorder (adhd) affect increasingly large numbers of students.

Gender biases can be persistent. Too persistent. A simple exercise to illustrate the point: Picture a doctor or a professor. You will most likely think of a man. Now think of nurses and teachers and you are likely to imagine a woman. This unconscious gender bias is rooted in years of associating male and female attributes to specific roles in society. Inevitably, it also influences students’ career choices.

Late next month (21 November, to be exact) we’ll be releasing the results PISA’s first-ever assessment of students’ ability to solve problems collaboratively. Why has PISA focused on this particular set of skills? Because in today’s increasingly interconnected world, people are often required to collaborate in order to achieve their objectives, both in the workplace and in their personal lives.

Solving unfamiliar problems on one’s own is important, but in today’s increasingly interconnected world, people are often required to collaborate in order to achieve their goals. Teamwork has numerous benefits, from a diverse range of opinions to synergies among team members, and assigning tasks to those who are best suited to them.

Higher education is one of the most globally integrated systems of the modern world. There still are important barriers to the international recognition of degrees or the transfer of credits, but some of the basic features of higher education enjoy global convergence and collaboration.