Education’s purpose is to prepare children for a fast-moving, ever-changing world. Teaching faces the additional challenge of classrooms becoming increasingly more culturally diverse. Now, more than ever, this requires an adaptation of current teaching strategies.

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

High-performing education systems value teachers and invest a lot in them. And indeed, the human factor is crucial in creating effective and high-quality teaching and learning environments.

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.

Tomorrow, the OECD will publish the 2015 PISA results. The world’s premier global metric for education will tell us which countries have the best school systems, based on the performance of 15-year-olds in science, mathematics and reading over a two-hour test.

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.

学校制度の質、公平性、効率を評価するOECDのPISA調査の最新結果によると、シンガポールの成績が世界の他の国々を凌ぎ、トップになりました。OECD加盟国で最も成績が良かったのは、日本、エストニア、フィンランド、カナダでした。

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.

This document describes and discusses a new supply side framework that quantifies the impact of structural reforms on per capita income in OECD countries.

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.

As governments around the world seek to tackle stubbornly high levels of youth unemployment, new attention has been focused on the relationship between education and employment.

Modern education systems, which are open to the middle classes and the poor, not just the elites, were established during the first industrial revolution in the 18th and 19th centuries.

Most people see social inequities in education as stubbornly persistent.

Inequality has been growing in most OECD countries since the 1980s and is currently at its highest level in 30 years. Forecasts for 2060 suggest that gross earnings inequality could continue to rise dramatically across the OECD if current trends persist.

In modern societies, most professionals become knowledge workers. Their professional practice is increasingly fuelled and inspired by various forms of knowledge. A good example is the medical profession, where the continuously growing body of scientific knowledge finds its way into professional practices.

There is little doubt that in OECD countries, the chances for boys and girls to succeed and contribute to society have become more equal over the past century.

How Wales can ensure the successful implementation of its reforms (OECD Education Today Blog)

According to the latest Education Indicators in Focus brief, the average share of female teachers across OECD countries increased from 61% in 2005 to 65% in 2010 and to 68% in 2014, in all education levels combined.

In a rapidly changing world, having a strong knowledge base in their subject area, good classroom management skills and a commitment to helping students learn may no longer be enough to meet the expanding role of teachers.

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.

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.

The expectations for teachers are high and rising each day.

Developing human capital is an integral part of economic growth and social progress.

Sweden has one asset that few other countries in the Western world offer: a firm belief in the power of education to transform lives and promote social inclusion.

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.

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.

A recently published OECD publication, The Nature of Problem Solving: Using Research to Inspire 21st Century Learning, explores the concept of problem solving in great depth.

Wales is implementing a wave of reforms designed to improve delivery of teacher education. There is a new curriculum; new teacher and leadership standards for teachers; and new accreditation standards for providers of initial teacher education.

Some rural regions benefit today from their proximity to social and economic urban centres to attract people and enhance their economic competitiveness.

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 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.

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

Amid a growing debate over the benefits of globalisation, a new OECD report examines how the level and mix of skills in a country’s workforce can affect its chances of winning or losing from the globalised production chains that see workers dotted across different countries contributing to the design, manufacture and sale of a single product

Globalisation is connecting people, cities, countries and continents, bringing together a majority of the world’s population in ways that vastly increase our individual and collective potential, and creating an integrated market in products and services.

One of the greatest challenge for new teachers, does not come from not knowing what to teach, but from not knowing how to teach what they know and how to manage a classroom in all its strange and exciting complexity.

In 2014, over 3 million students in OECD countries – more than double the amount in 2000 – were studying outside their country of citizenship.

What makes some of the largest companies in the world successful? According to consultant Simon Sinek in a very popular TedTalk it is because they start with the ‘why’.

24 May 2017: PISA 2015 Results (Volume IV): Students’ Financial Literacy explores students’ experience with and knowledge about money and provides an overall picture of 15-year-olds’ ability to apply their accumulated knowledge and skills to real-life situations involving financial issues and decisions.

Two in three 15-year-old students earn money from work activity, and more than one in two hold a bank account.

Many education systems around the world are looking for ways to give parents more choice over where they send their children to school.

Why is it that even highly educated migrants to OECD countries are less likely to be employed than native-born adults who are similarly educated, even if the migrants have lived in their host country for several years?

As our world becomes increasingly interconnected, so do the risks we face. A disease breaking out in a village in Africa, a bank crashing on Wall Street or a protest in a distant country can all potentially “snowball” and influence the world financial, health or security order.

Unlike earlier PISA reports, the 2015 PISA report (Volume I and Volume II) highlights differences in sample coverage – how many students were eligible to participate in PISA – between countries.

As this month’s PISA in Focus reveals, students spend considerably more time learning in some countries than in others, but this does not necessarily translate into better learning outcomes.

Quality transitions that are well-prepared and child centred, managed by highly educated staff who are collaborating professionally, and guided by appropriate and aligned curricula, can go a long way to ensure that the positive impacts of early learning and care will last through primary school and beyond.

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.