The global crisis led to a smaller increase in the unemployment rate than in most other OECD countries as employment has been sustained through intensive use of reduced working time schemes.

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.

Korea has made significant progress towards decentralising the management of employment and training programmes, but can still do more to create stronger links with employers at the local level, according to a new OECD report.

Teachers can certainly face challenges in the classroom. In TALIS participating countries and economies, almost one in three teachers report having more than 10% of students with behavioural problems in their classes.

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.

The Indonesian economy has enjoyed strong and stable growth over the past decade and a half, leading to impressive reductions in poverty and major improvements in living standards. But challenges remain to continue to converge towards higher-income countries, according to the latest OECD Economic Survey of Indonesia.

Analysing the efficiency of education systems and organisations is at the forefront of today’s policy and academic debate.

The OECD’s Annual Meeting at Ministerial Level reinforced member governments’ support across a broad range of key OECD work.

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 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.

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.

Every September, classrooms in the Northern hemisphere reopen to students and teachers for a new school year.

Employer engagement in education and training has become a hot topic for policy makers and practitioners around the world.

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.

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.

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

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.

Malaysia has followed a comparatively equitable development path, largely eliminating absolute poverty and greatly reduced ethnic inequality.

Costa Rica is recognised across Latin America as a leader in education. The country was among the first in the region to enrol all children in primary school and combat adult illiteracy.

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.

What happened in school today?” is a question that many parents across the world ask their children when they get home. Many parents also attend school meetings in order to understand how their child’s learning is developing.

Teaching is a demanding profession. Teachers are responsible for developing the skills and knowledge of their students, helping them overcome social and emotional hurdles and maintaining equitable, cohesive and productive classroom environments. On top of their teaching responsibilities, they are also expected to engage in continued professional development activities throughout their careers.

The Innovative Teaching for Effective Learning (ITEL) Teacher Knowledge Survey is the first international study to explore the nature, function and development of teachers’ pedagogical knowledge, i.e. what teachers know about teaching and learning.

Do today’s students really know how to work well together? For the first time ever, the Programme for International Student Assessment 2015 (otherwise known as PISA) examined students’ ability to collaborate to solve problems and the necessary social skills involved in that process.

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.

Not every student’s brain works and learns in the same way. Classrooms are increasingly becoming more aware of what is known as "neurodiversity" among their students, a term used to describe neurodevelopmental disorders such as ADHD and ASD.

Education plays a dual role when it comes to social inequality and social mobility. It is the main way for societies to foster equality of opportunity and support upward social mobility for children from disadvantaged backgrounds. But the evidence is overwhelming that education often reproduces social divides in societies, through the impact that parents’ economic, social and cultural status has on children’s learning outcomes.

During an exclusive conversation with International Business Times, India, founder of LetsOTT, Sunita Kumar shared her ideas about the co-existing nature of theatrical releases and OTT releases.

The aims of the workshop are to outline the key findings and recommendations of the two reports and to look at how we can develop stronger partnerships across Sydney to reduce carbon emissions and increase economic and employment opportunities.

The Institute for Competitiveness India, the National Skill Development Corporation India and the OECD LEED Programme in collaboration with the ILO are joining forces to discuss local skills strategies for job-rich and inclusive growth in India.

The Negev region has the potential to deliver real and tangible benefits for regional development, green growth and social inclusion. The report explains how the region can exploit its existing strenghts and competitive advantages, including a niche in research, demonstration and testing in renewable energies and water efficiency.

Vibrant and dynamic urban centers are among the main drivers of national growth and employment, but OECD’s new report Promoting Growth in All Regions highlights that even less wealthy regions have the potential to bolster stronger, greener, and more inclusive economies.

Ireland’s economy is now showing encouraging signs of recovery from the financial crisis, but more must be done to reinvigorate growth and create the jobs that will get the country back to full health, according to the OECD.

The economic crisis has hit certain regions and cities harder than others in the OECD area, calling for better regional policies across levels of governments to foster an inclusive and sustainable recovery, according to two new OECD reports.

The facts are simple: the bulk of people live in cities and an overwhelming percentage of economic activity originates in cities. So we must find ways to empower cities to set positive trends and lead the way toward stronger, more resilient and inclusive growth.

The Netherlands is a global pioneer in water management with a long history of containing flood risks and reclaiming land from the sea. Yet it will need to adapt its water governance policies to meet the looming challenges of shifting demographics, regional development and climate change, according to an OECD report.

A series of short reports aimed at policy makers examine issues and policies instruments related to inclusive entrepreneurs policy. The key message of these briefs is that there is under-exploited potential among entrepreneurs from non-mainstream groups and that there are many examples of specially tailored policies that are successful in increasing participation that can serve as models for others.

Angel Gurría and Michael R. Bloomberg reaffirmed today their commitment to support international cities’ efforts to lead in the global fight against climate change — and called for national support to make this happen.

Korea has made significant progress towards decentralising the management of employment and training programmes, but can still do more to create stronger links with employers at the local level, according to a new OECD report.

With Africa’s population set to double by 2050, modernising local economies will be vital to make the continent more competitive and to increase people’s living standards, according to the African Economic Outlook 2015, released at the African Development Bank Group’s 50th Annual Meetings.

Mayors from cities across the United States, Asia, Europe, Africa and Latin America gathered in New York to launch a global campaign to address rising inequalities and foster inclusive growth in their cities, in their countries and worldwide.

A three-year programme of co-operation between the European Commission and LEED on self-employment and entrepreneurship in Europe.

The OECD, the City of Paris and the Ford Foundation will host its second meeting in the fight against rising inequality in cities. The event will include sessions open to the public, drawing Mayors, business leaders, experts and policy makers, in addition to thematic workshops where our Champion Mayor will take to the stage to discuss subjects from affordable housing to integrating migrants and refugees.

Mayors and local leaders from around the world launched today a plan of action to help tackle inequality, boost job creation and harness economic development.

This document provides detailed guidance for both new chemical notifiers and jurisdictions who wish to participate in a “parallel process” which enables a company to declare to all affected countries at the time of first notification that it wants them to cooperate and share information. The hazard assessment is developed by the ‘lead’ jurisdiction and then utilized by other participating jurisdictions.

The OECD has published a report on a pilot chemical classification exercise undertaken in 2013 and ‘14. Using a number of chemical assessments agreed in the OECD hazard assessment programme, reasons why classification proposals may differ were investigated. The report concludes on the main reasons for such differences, and recommends some measures to overcome some of them.

The OECD eChemPortal, a web portal which offers comprehensive information on chemical substances, has been updated to offer better access to chemical classifications according to the Globally Harmonized System of Classification and Labelling of Chemicals (GHS).

Results of a joint pilot project of the OECD and the UN Sub-Committee of Exports on the Globally Harmonised System of Classification and Labelling of Chemicals (UNSCEGHS) including a report of the results of the pilot and non-biding proposed classifications for three substances.

This report outlines the customisation opportunities for IUCLID version 6. It also gives an overview of what IUCLID offers to regulatory bodies and industry as a key application to record, store, maintain and exchange data on chemicals. IUCLID is used in a variety of countries and regulatory contexts, therefore the report describes to which extent it is customisable to facilitate the management of chemical data across these contexts.