Archived webinar December 17 2015 - Immigrant Students at School: Easing the Journey towards Integration presented by Presented by Andreas Schleicher, Director for the Directorate of Education and Skills, OECD

In Finland, the numeracy and literacy skills of adults are among the highest in the countries measured through the OECD’s 2012 Survey of Adult Skills. The Survey assessed the skills of adults in literacy, numeracy and problem solving in technology-rich environments in 24 countries and sub-national regions in the first round of the Survey.

Most 15-year-olds in OECD countries spend at least some time each day wandering through cyberspace as part of their media diet.

There are an estimated 9 million working aged adults in England (more than a quarter of adults aged 16-65) with low literacy or numeracy skills or both. This reflects England’s overall performance in the Survey of Adult Skills - around average for literacy, but well below average for numeracy relative to other OECD countries in the Survey (OECD, 2013).

Archived Webinar - Friday, 12 February 2016, 10:00 a.m. – 12:00 p.m. (ET) - The Alliance for Excellent Education and the National Commission on Teaching and America’s Future (NCTAF) joined forces with the Organisation for Economic Co-operation and Development (OECD) to host a joint U.S. release of the OECD’s new report Supporting Teacher Professionalism.

Archived webinar - Low-performing Students: Why they Fall Behind and How to Help them Succeed (February 10, 2016) with Andreas Schleicher, Director for Education and Skills, OECD, and Daniel Salinas, Analyst, OECD.

The Slovak Republic has undertaken a series of reforms to improve its education system, and the country now needs to use resources more efficiently and improve equity and inclusion in schools, according to a new OECD report.

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.

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.

Ensuring that all people have solid foundation skills has become one of the central aims of the post-2015 development agenda.

Colombia’s education system has made impressive progress over the past two decades, but more needs to be done now to ensure that all children have access to a quality education, according to a new OECD report.

The education sector performs well for information and communication technology (ICT) and problem-solving skills, although it still lags behind the professional, scientific and technical activities sector.

If one were to ask ministers of education what they consider to be the most important factor determining the quality of their education systems, the odds are high that they would refer to the quality of the teaching work force.

The Survey of Adult Skills finds that adults aged 55 to 65 are less proficient in literacy and numeracy than adults aged 25 to 34. But differences in skills proficiency that are related to age vary widely across countries, implying that skills policies can affect the evolution of proficiency over a lifetime.

OECD countries differ significantly in the way spending on tertiary education is shared between public and private sources of funding, and in the financial support they provide to students.

There are few issues in education that raise as much political and ideological controversy as tuition fees for higher education.

Latvia has made good progress improving its education system since independence in 1991, but more efforts are now needed to raise teaching standards and ensure that all students have access to a quality education, according to a new OECD report.

In the 2012 PISA test, urban students in Latvia outperformed rural students by the equivalent of more than a year of schooling – half a year more than the average performance difference between these two groups of students across OECD countries.

Sound public policies grounded in evidence – and implemented effectively – will be crucial for the achievement of the 2030 Agenda for Sustainable Development. This document outlines four broad areas for future action for the OECD, highlighting what it could do more of – or do differently – to support the achievement of the Sustainable Development Goals. C/MIN(2016)6.

Austria has taken important steps to improve its school system, but needs to reform its complex school governance to further improve quality and equity, according to a new OECD report.

More than hundred years ago, nations that are now members of the OECD introduced legislation to set the age compulsory education.

On average across OECD countries, the 20% of students who are most exposed to pure mathematics tasks (equations) score, on the PISA mathematics test, the equivalent of almost two school years ahead of the 20% of students who are least exposed.

Poor skills severely reduce a person’s chance of a better-paying and more-rewarding job, and have a major impact on how the benefits of economic growth are shared within societies. In countries where large shares of adults have poor skills, it is difficult to introduce productivity-enhancing technologies and new ways of working, which stalls improvements in living standards, according to a new OECD report.

The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to provide insights into the availability of some of these key skills in society and how they are used at work and at home.

26 Ministers and State Secretaries representing 15 countries and the European Commission gathered in Bergen, Norway, for the first Skills Summit on 29-30 June 2016. The Summit, hosted by Norway, was opened by Prime Minister Erna Solberg and the OECD’s Secretary General, Angel Gurría.

Although Lithuania’s growth has been impressive, inequality is high, the risk of poverty is one of the highest of European countries, and life expectancy is comparatively low and strongly dependent on socio-economic background.

In 2015 the Lithuanian government launched an ambitious Social Model reform agenda aimed at balancing flexibility of the labour market and security provided through the system of social protection.

The international statistical system, one of the great achievements of international organisations, has mirrored the evolution of the nation-state.

The digital divide has shifted.

Even when all students, including the most disadvantaged, have easy access to the Internet,a digital divide, based on socio-economic status, still persists in how students use technology.

When we think of technology and education, we usually think of information and communication technologies (ICTs).

Vocational education and training can mean very different things to different people.

PISA 2012 finds that, on average across OECD countries, about 70% of students attend schools where teachers believe that it is best to adapt academic standards to students’ capacities and needs.

Today’s education systems need to adapt practices to local diversity while ensuring common goals.

OECD countries must step up their efforts to improve the quality and equity of their education systems as part of their commitments to meet the Sustainable Development Goal (SDG) for education by 2030, according to a new OECD report.

Archived webinar of September 15,2016 with Andreas Schleicher, Director for Education and Skills, OECD, presenting the findings of Education at a Glance 2016.

Archived webinar - School Leadership for Learning: Insights from TALIS 2013 (September 20, 2016)

Instructional leadership is the set of practices that principals use in relation to the improvement of teaching and learning. It is a strong predictor of how teachers collaborate and engage in a reflective dialogue about their practice.

Students unable to navigate through our complex digital landscape are simply no longer able to participate in our social, economic and cultural life.

Exposure to high quality teacher professional development varies greatly both between and within countries, which broadens the scope of work for policy makers.

On 6 December, the latest results from the OECD Programme for International Student Assessment, better known as PISA, will be made public.

Widespread increases in inequality over the past three decades have raised the question of the distribution of the growth dividends.

In a changing and more competitive job market, Vocational Education and Training (VET) delivers specific skills and knowledge for the jobs of today and tomorrow, leading to great careers and good life prospects.

On December 6 2016 the Education Policy Institute will host the global launch of the 2015 results from the OECD's Programme for International Student Assessment (PISA) - a test of reading literacy, mathematics, and science given every three years to fifteen-year-olds in more than seventy countries and economies worldwide. This year's results will focus on science.

Singapore outperforms the rest of the world in the OECD’s latest PISA survey, which evaluates the quality, equity and efficiency of school systems. The top OECD countries were Japan, Estonia, Finland and Canada.

More than half a million 15-year-olds took part in the OECD’s latest global education survey, known as PISA. The main focus was on science, an increasingly important part of our economic and social lives.

Register for a webinar "PISA 2015: Q&A Session Closing the Achievement Gap" with Andreas Schleicher (December 15th, 14h Paris time)

The education system of Puebla is undergoing a transformation. Ambitious national reforms have provided a new framework to improve teaching and evaluation practices, and ultimately raise student learning outcomes. At the same time, Puebla has also launched promising initiatives to improve the quality of education in the state.

The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere, and allow them to learn from the policies and practices applied in other countries.

Productivity growth is essential to providing sustainable increases in living standards. Malaysia has reached a development stage where growth needs to be driven more by productivity gains than the sheer accumulation of capital and labour inputs.