On the occasion of the One Planet Summit, read our latest OECD Observer articles focusing on the challenges and opportunities for climate action, particularly in the area of green finance and investment.

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Spurred by a rise in 2019 development aid, the OECD and its donor member countries are working to help the most vulnerable countries during the coronavirus crisis. Official development assistance (ODA) provided by OECD Development Assistance Committee (DAC) members rose by 1.4% in real terms to USD 152.8 billion in 2019.

Labour market integration of immigrants in Switzerland is generally successful: three quarters of immigrants in Switzerland are in employment – more than in any other OECD country

Young people continue to bear the brunt of the jobs crisis, with nearly 11 million 15 to 24 -year-olds out of work in OECD countries in early 2012. Youth unemployment in the OECD area in March 2012 was 17.1%, close to its November 2009 peak of 18.3%

Three out of four OECD countries use minimum wages, and supporting low-wage earners is widely seen as important for promoting inclusive growth. This policy brief considers three aspects that are central for a balanced assessment of policy choices: The cost of employing minimum-wage workers, their take-home pay, and the number of workers affected.

Migration flows to OECD countries have dropped slightly for the first time since 2011, with around 5 million new permanent migrants in 2017, down from 5.3 million in 2016. This trend is mainly due to a significant decrease in new asylum applications, with 1.2 million applications in 2017 compared to 1.6 million in 2016, according to a new OECD report.

Finland should offer labour-market-oriented integration support to all migrants, strengthen efforts to identify and address early vulnerabilities, and work more closely with employers according to a new OECD report.

Georgia has achieved remarkable progress in eliminating petty corruption in the public administration and should now focus on combating high-level and complex corruption, according to a new OECD report.

Most of us think of education as the great leveller; but are our education systems really doing all they can to ensure that boys and girls from all backgrounds have an equal shot at a high-quality education? As this month’s PISA in Focus reports, some countries have been more successful than others in levelling the playing field for their students.

In many OECD countries, ECEC services have increased in response to a growing demand for better learning outcomes as well as growing female labour force participation. In recent years, however, the goals of ECEC policy have become more child-centred.

The higher the level of education, the higher the salary cost of teachers per student. In Belgium (Flemish Community), France and Spain, the difference in the annual salary cost between the primary and upper secondary levels of education exceeds USD 1 800 in 2010.

Successful education systems guarantee that all students succeed at high levels. As this month’s PISA in Focus notes, some school systems not only do well on international assessments, like PISA, they also manage to minimise the difference between the best- and poorest-performing students.

In most countries and economies, students who attend schools in urban areas tend to perform at higher levels than other students. Socio-economic status explains only part of the performance difference between students who attend urban schools and other students.

In some countries, an increasing number of young people are neither in employment, nor in education or training (NEET). A high proportion of NEETs is an indicator of a difficult transition between school and work.

In most OECD countries, newly arrived 15-year-old immigrant students show poorer reading performance than immigrant students who arrived in their new country when they were younger than five.

Between 2000 and 2011, the number of international students has more than doubled. Today, almost 4.5 million tertiary students are enrolled outside their country of citizenship.

Students who know how to summarise information tend to perform better in reading. If disadvantaged students used effective learning strategies to the same extent as students from more advantaged backgrounds do, the performance gap between the two groups would be almost 20% narrower.

The rapidly growing demand for highly skilled workers has led to a global competition for talent. High-level skills are critical for creating new knowledge and technologies and for sparking innovation; as such, they are key to economic growth and social development.

Most students enjoy orderly classrooms for their language-of-instruction lessons. Socio-economically disadvantaged students are less likely to enjoy orderly classrooms than advantaged students. Orderly classrooms – regardless of the school’s overall socio-economic profile – are related to better performance.

This Education Indicators in Focus No. 15 sets out the changing needs of a more diverse generation of university students.

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.

Education has one of the highest shares of innovative jobs for tertiary graduates of all sectors of the economy in Europe, and a higher proportion than in other public sector areas such as health and public administration.

Across countries and economies participating in the OECD Teaching and Learning International Survey (TALIS), a majority of teachers report receiving feedback on different aspects of their work in their schools.

How educational resources are allocated is just as important as the amount of resources available.

Many countries have implemented reforms to develop and support doctoral studies and postdoctoral research, stressing the crucial role of doctorate students and degree holders in terms of economic growth, innovation and scientific research.

Countries where 15-year-old students perform at high standards internationally tend to be the same countries where these young adults tend to perform well at the age of 26 to 28.

In Denmark, Finland, the Netherlands, Norway and Sweden, participation rates in adult education and learning are over 60%, but they are one-third – or below – in Italy, the Russian Federation and the Slovak Republic.

The report New insights from TALIS 2013: Teaching and Learning in Primary and Upper Secondary Education presents an overview of teachers and teaching in primary and upper secondary education for a sample of countries that participated in the OECD Teaching and Learning International Survey (TALIS) in 2013.

While most 15-year-old students spend part of their after-school time doing homework, the amount of time they spend on it shrank between 2003 and 2012. Socio-economically advantaged students and students who attend socio-economically advantaged schools tend to spend more time doing homework.

Almost one in three teachers across countries participating in the 2013 Teaching and Learning International Survey (TALIS) reports having more than 10% of potentially disruptive students with behaviour problems in their classes. Teachers with more than one in ten students with behaviour problems spend almost twice as much time keeping order in the classroom than their peers with less than 10% of such students in their class.

Between 2000 and 2012, the proportion of young adults (25-34 year-olds) with a tertiary qualification has grown by more than 3% per year on average in OECD countries. On average across 24 national and sub-national entities participating in the OECD Survey of Adult Skills, 39% of adults have achieved a higher level of education than their parents.

Greater anxiety towards mathematics is associated with lower scores in mathematics, both between and within countries. The better a student’s schoolmates perform in mathematics, the greater the student’s anxiety towards mathematics.

Teachers report participating in more non-school than school embedded professional development (i.e. professional development that is grounded in teachers daily professional practices). Participation in non-school and school embedded professional development varies greatly between countries.

Gender differences still exist in certain fields, with more men studying science, computing and engineering, and with women dominating education and health and welfare.

This month, PISA in Focus examines the impact of good teacher-student relations on both students’ well-being and performance. It’s not surprising that when students feel that their teachers are interested in them and support them they feel happier at school and often do better in school.

Children spend about a third of their waking hours in school during most weeks in the year. Thus, schools have a significant impact on children’s quality of life – including their relationships with peers and adults, and their dispositions towards learning and life more generally.

The global talent pool has grown over the past decade and is expected to continue growing through to 2030. The number of young people aged 25-34 with a tertiary qualification increased by nearly 45% between 2005 and 2013 in OECD and G20 countries and is expected to keep increasing in the coming decade.

When choosing a school for their child, parents in all participating countries value academic achievement highly; but they are often even more concerned about the safety and environment of the school and the school’s reputation.

In many countries, less experienced teachers (those with less than five years’ teaching experience) are more likely to work in challenging schools and less likely to report confidence in their teaching abilities than more experienced teachers.

Educational opportunities have a very important impact on a person’s life. Employment, earnings, well-being, health and trust are all strongly related to education and skills. A lack of high-quality educational opportunities is the most important way in which poverty, social inequality and exclusion are transmitted from one generation to another.

The quantity and quality of resources available to schools improved significantly between 2003 and 2012, on average across OECD countries.

In 2012, in more than one-third of OECD countries, over half of all upper secondary students participated in pre-vocational or vocational programmes but less than 30% of those students were exposed to work-based learning. Countries with well-established and high-quality vocational and apprenticeship programmes have improved youth employment opportunities.

The share of students with an immigrant background increased between 2003 and 2012, both in traditional and new destination countries. The performance difference in mathematics between immigrant and non-immigrant students decreased, on average, between 2003 and 2012.

Information and communication technology (ICT) use has been identified as one of the more active teaching practices, which promote skills students need for success. And yet, less than 40% of teachers across Teaching and Learning International Survey (TALIS) countries report using ICT as a regular part of their teaching practice.

In most OECD countries, the large majority of adults had at least an upper secondary qualification in 2013, making the completion of upper secondary education the minimum threshold for successful labour market entry and continued employability or the pursuit of further education.

There is no real consensus on how much class time is enough when it comes to learning mathematics, science and reading. But educators and policy makers generally agree that while it’s important for students to spend considerable time in school lessons to acquire new skills, spending more hours and minutes in class is not enough to ensure that students succeed in school.

The top-performing country in the PISA assessment of digital reading was Singapore, followed by Korea, Hong Kong-China, Japan, Canada and Shanghai-China.

Every September, classrooms in the Northern hemisphere reopen to students and teachers for a new school year. What can students expect from their teachers this year? The new Teaching in Focus brief: Teaching beliefs and practice sheds light on some of the most common teaching practices and what teachers in Teaching and Learning International Survey (TALIS) believe is the nature of teaching and learning.