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.

The OECD's work on Trends Shaping Education looks at major social, demographic, economic and technological trends affecting the future of education. The newest edition of the publication will be released on 18 January.

One of the most remarkable consequences of the expansion of education in OECD countries over the past decades is the reversal of the gender gap in education. From outright exclusion and discrimination in educational institutions less than a century ago, girls and young women have conquered schools and colleges.

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

What is the nature of modern childhood? Released today, the book Trends Shaping Education 2016 looks at major social, demographic, economic and technological trends affecting the future of education

Whoever has a hammer sees every problem as a nail. Those in the security business tend to see the answer to radicalism and terrorism in military might, and those in the financial business in cutting flows of money.

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).

Qualifications are useful because they make skills visible. It is confidently assumed that the holder of a school-leaving certificate can read and understand instructions, and make calculations, and that those with university degrees can do much more.

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.

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.

A new PISA report, Low-Performing Students: Why They Fall Behind and How to Help Them Succeed, offers an in-depth analysis of low performance at school and recommends ways to tackle the problem.

Teacher professionalism is about a teacher’s knowledge, their autonomy and their membership of peer networks. These are the key elements that lead to more effective teaching.

Primary school is a fundamental stage in children’s education. Yet it is often neglected in education research and policy debates, somehow squeezed between the seemingly more important stages of early childhood education and secondary education.

Children and young people are among the biggest losers in the European economic and debt crisis.

A generation ago, teachers could expect that what they taught would equip their students with the skills needed for the rest of their lives.

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.

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.

Equality of opportunity is a lofty ideal, but some societies get closer to achieving it than others.

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

The Survey of Adult Skills finds that even adults with the lowest proficiency in literacy possess some basic reading skills, although the level of these skills varies considerably across countries.

Despite the progress observed by PISA over the last decade, Latin American education systems still have a long way to go to reach world class standards. Ibero-American countries will also need to rethink their instructional system to better anticipate the knowledge and skills it will need to reignite its economy.

Over the past 15 years, Colombia’s education system has undergone an extraordinary transformation.

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.

Increased life expectancy represents one of the great achievements of modern societies: living longer and better has been a dream of past generations. At the same time, it implies changes to many aspects of life.

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.

Common sense and hard evidence point to the significant impact of socio-emotional skills such as perseverance and responsibility on children's lifetime success.

Webinar: Andreas Schleicher, Director of the OECD Directorate for Education and Skills, presents the findings of Equations and Inequalities - Making Mathematics Accessible to All

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.

It’s the time of year when young people in the northern hemisphere are finishing their formal studies for the year – or for the foreseeable future.

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.

The digital divide has shifted.

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

Peru has been one of the strongest economic performers in Latin America with steady GDP per capita growth over the past decade.

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.

Bringing you the highlights from the OECD Directorate for Education and Skills

Traditional economics measure the benefits of education and skills in its economic gains in employment or earnings.

Skill requirements in the labour market have significantly changed over the past two decades. The restructuring of the economy is making the labour market increasingly knowledge-based.

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.

Skills are the foundation upon which Mexico must build future growth and prosperity. Mexico, being one of the youngest populations among OECD countries, has a strong demographic advantage and thus a unique window of opportunity. But it also faces common challenges to bring the skills of its population up to the requirements of the global digital economy.

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.

Bringing you the highlights from the OECD Directorate for Education and Skills

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.

Investing in skills is crucial for fostering inclusive economic growth and creating strong societies. In an increasingly connected world, skills are particularly important for citizens to get the most out of new forms of capital, such as big data and robotics.

This public session will discuss the financial incentives to invest in education, with a particular focus on how tax systems impact skills development in OECD countries. The webinar will present some of the key findings from the OECD’s new report, Taxation and Skills and their implications for policy makers.

This public session discussed the financial incentives to invest in education, with a particular focus on how tax systems impact skills development in OECD countries. The webinar presented some of the key findings from the OECD’s new report, Taxation and Skills and their implications for policy makers.

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.