Everybody knows that education play important role in every human life. Every people learn from education more things that we use in our general and professional life. But it's only a fundamental education that teaches us how to...

“Knowledge breeds gallantry”. This saying was propagated by some eminent scholars in the mid 17th century in order to foster realisations regarding the significance of learning. Many people are trapped with illusions...

English nowadays is not an added skill – it is a basic requirement. Whether you are a student, intern, professional, or just a regular person, you will realize how important fluent spoken...

Building on concrete examples, this book explores emerging topics in innovation policy for more inclusive and sustainable growth.

Slowing growth in the Peoples Republic of China (PRC) is grabbing the headlines with some suggesting a third wave of the 2008 global financial crisis. While this topic deserves attention because of its global economic implications, there is insufficient analysis of firms in global production networks (GPNs), which were at the forefront of the economic transformation in PRC and the rest of East Asia, and lessons for latecomers to GPNs.

Country profiles highlight some key findings from TALIS 2013 for individual countries and economies

This paper provides a concrete example of how policy analysts can use empirical programme evaluation studies to perform ex-post assessments of environmentally related tax policies. A number of studies credibly identify causal effects of environmentally related tax policies, but do not necessarily provide all the information needed to fully inform the policy-making process.

For everyone to benefit from the changes in technology, globalisation and population ageing, adult learning systems must be ready to support people in acquiring the skills needed for this changing world of work. The EC and the OECD have joined up to discuss how to make adult learning work for the future in your country, by organising three webinars in September and October, and a forum on the 8th of November in Vienna.

Education systems around the world are increasingly measuring the performance of teachers and schools as part of their drive to help students do better and improve results. Rising demand for higher education standards and a trend towards greater school autonomy in some countries are among the factors behind this new focus according to the OECD

How can assessment and evaluation policies work together more effectively to improve student outcomes in primary and secondary schools? This report provides an international comparative analysis and policy advice to countries on how evaluation and assessment arrangements can be embedded within a consistent framework to improve the quality, equity and efficiency of school education.

Rather than prescribe actions, the OECD often prefers to show policy makers what everyone else is doing and how successful those initiatives have been. A new OECD series of individual Education Policy Outlook Country Profiles does just that: each profile describes how an individual country is responding to key challenges to improve the effectiveness of its education system.

How do apprenticeships and other forms of workplace learning help people to make a successful transition from school to work? Global economic competition requires a labour force with a range of mid-level trade, technical and professional skills alongside the high-level skills typically associated with university education.

One thing we have learned from surveying teachers around the world as part of our Teaching and Learning International Survey (TALIS) is that teachers everywhere want more professional development.

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.

Knowing the best way to summarise information you read is key to being a proficient reader. In fact, this month’s PISA in Focus suggests that if disadvantaged students – who consistently score lower on PISA assessments than advantaged students -- used the most effective learning strategies to the same extent as students from more advantaged backgrounds do, the performance gap between the two groups would shrink considerably.

This publication offers insights and advice to teachers and school leaders on how they can improve teaching and learning in their schools. It is both a guide through TALIS and a handbook for building excellence into teaching.

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More than 40 years ago, the former French Prime Minister Edgar Faure and his team published one of the most influential educational works of the 20th century: “Learning to Be”, better known as the “Rapport Faure”, in which he mainstreamed the idea of lifelong learning.

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.

This report offers a broader view of teachers and school principals across all levels of compulsory education, and all the similarities and differences in the issues they are facing.

Looking at teachers at all levels of education, we learn that the majority of teachers are women. In all countries, the percentage of male teachers is particularly low in primary schools where teaching is still seen as a women’s job. As a result young children are missing out on role models of both sexes.

Professor John Hattie is held in high esteem as an education researcher and was called “possibly the world’s most influential education academic” by the Times Educational Supplement in 2012.

It’s a well-trodden path to observe that the school systems of today are not preparing children for the jobs of today, let alone tomorrow. But what changes to our school systems are necessary to address this challenge?

Between 2003 and 2012, the percentage of students who were raised in immigrant families grew by around 3 percentage points across OECD countries. At the same time, as this month’s PISA in Focus notes, migration policies in some countries became increasingly selective while education outcomes in many countries of origin improved considerably.

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.

Got a minute? How about 218 of them? That’s the average amount of time students in OECD countries spend in mathematics class each week (although to some, it feels like an eternity). Spare a thought, though, for students in Chile: they spend about twice that amount of time (400 minutes, or 6 hours and 40 minutes) each week in maths class. But who’s counting?

Totally wired. That’s our image of most 15-year-olds and the world they inhabit. But a new, ground-breaking report on students’ digital skills and the learning environments designed to develop those skills, paints a very different picture.

Education has become increasingly important worldwide, including politically. Probably the key driver for this is economic – the fundamental role of knowledge and skills in underpinning and maintaining prosperity.

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.

The number and length of school holidays differs significantly across OECD countries, meaning the number of instructional days in primary and secondary education ranges from 162 days a year in France to more than 200 days in Israel and Japan.

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.

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.

Fewer 15-year-olds in East Asian countries reported that they use memorisation than did 15-year-olds in some of the English-speaking countries to whom they are often compared.

At the beginning of work-based learning programmes employers make an investment. This pays off later on when, after receiving high quality training, skilled trainees achieve higher productivity and contribute to production.

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

Today’s schools must equip students with the knowledge and skills they’ll need to succeed in an uncertain, constantly changing tomorrow. But many schools look much the same today as they did a generation ago, and too many teachers are not developing the pedagogies and practices required to meet the diverse needs of 21st-century learners.

Schools nowadays are required to learn faster than ever before in order to deal effectively with the growing pressures of a rapidly changing environment.

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

The role of the school leader is essential for pupil and staff success, and although good practice exists, there is still room for improvement.

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.

The expectations for teachers are high and rising each day.

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.

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.

The Netherlands’ economy and society are being transformed by technological change, increased economic integration, population ageing, increased migration and other pressures.

In some countries and economies, such as Beijing-Shanghai-Jiangsu-Guangdong (China), Qatar,Thailand, Tunisia and the United Arab Emirates, students spend at least 54 hours per week learning at and outside of school combined, whereas in others, like Finland, Germany, Sweden, Switzerland and Uruguay, students spend less than 40 hours studying.

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.

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.

The Teaching and Learning International Survey (otherwise known as TALIS) is a survey conducted every five years that asks teachers and school leaders from around the world about the working conditions and the learning environment in their schools.