An analysis of PISA data reveals how student performance is affected by such “intangibles” as behaviour in and outside of school, and self-confidence, and how, in turn, students’ behaviour and confidence can be influenced by parents’ and teachers’ attitudes and expectations.

The new Teaching in Focus brief shows that professional development embedded in school life has more impact on teaching practice than non-school embedded professional development.

Teachers report participating in more non-school than school embedded professional development (i.e. professional development that is grounded in teachers daily professional practices). Participation in non-school and school embedded professional development varies greatly between countries.

This report was prepared by the Educational Policy Institute, Ministry of Education, Science, Research and Sport of the Slovak Republic, as an input to the OECD Review of Policies to Improve the Effectiveness of Resource Use in Schools (School Resources Review).

Children spend about a third of their waking hours in school during most weeks in the year. Thus, schools have a significant impact on children’s quality of life – including their relationships with peers and adults, and their dispositions towards learning and life more generally.

The OECD PISA surveys of educational competence among 15-year-olds have taught policymakers many lessons since the programme was launched in 2000. They have revealed several myths as well.

When choosing a school for their child, parents in all participating countries value academic achievement highly; but they are often even more concerned about the safety and environment of the school and the school’s reputation.

For those parents who have the opportunity to do so, choosing a school for their child is one of the most important decisions they will make as parents – a decision that could have a lasting impact on their child’s life.

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

When it comes to technology, education seems stuck in the age of chalkboards. But at an international conference on technology in education, held in Qingdao, China, last week, I got the feeling that educators and education ministers might finally be ready to join the technological revolution.

The quantity and quality of resources available to schools improved significantly between 2003 and 2012, on average across OECD countries.

One of the most dramatic consequences of the economic crisis has been the soaring levels of youth unemployment in several OECD countries; and the hesitant recovery of the past years was insufficient to improve the job prospects of young people.

It’s that time of year; and as sure as there are new pencil cases on desks, pristine notebooks in backpacks and fresh textbooks with nary a wrinkle up their spines, there’s a new batch of OECD reports ready to inform and challenge your thinking about education.

The answer appears to be yes. Schooling plays a surprisingly large role in short-changing the most economically disadvantaged students of critical math skills, according to a study published today in Educational Researcher, a peer-reviewed journal of the American Educational Research Association.

This document reveals some of the difficulties immigrant students encounter – and some of the contributions they offer – while settling into their new communities and new schools. It also presents some of the policies governments can implement to help immigrant students integrate into their host societies.

Only in some countries is a larger proportion of immigrant students in schools related to lower student performance – and this relationship is mostly explained by the concentration of disadvantaged students in these schools.

This commentary is one of a series of country reports on postsecondary vocational education and training (VET) in OECD countries, prepared as part of an OECD study. The series includes reviews, involving an in-depth analysis of a country system leading to a set of policy recommendations backed by analysis.

This report examines the ongoing development of education policy, practice and leadership in Scotland, by providing an independent review of the direction of the Curriculum for Excellence (CfE) and emerging impacts seen in quality and equity in Scottish schooling.

How school systems respond to immigration has an enormous impact on the economic and social well-being of all members of the communities they serve, whether they have an immigrant background or not.

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 2012, 15-year-old students spent over two hours on line each day, on average across OECD countries. The most common online activities among 15-year-olds were browsing the Internet for fun and participating in social networks, with over 70% of students doing one of these every day or almost every day.

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.

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)

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 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.

Wales should continue its efforts to reform the curriculum and raise the standards of teaching in order to improve the quality and equity of its school system, according to a new OECD report.

Teenagers who feel part of a school community and enjoy good relations with their parents and teachers are more likely to perform better academically and be happier with their lives, according to the first OECD PISA assessment of students’ well-being.

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.

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.

Back in 2013, when we launched the OECD's first international review of school resource policies, we may not have been fully prepared for the detective-type work we were getting into. The OECD Review of School Resources covers 18 school systems and aims to shed light on a part of education policy that has been surprisingly left in the dark.

For the first time, the 2015 round of PISA collected data on students’ exposure to bullying. These data show that bullying is widespread. On average across OECD countries, around 11% of students reported that they are frequently (at least a few times per month) made fun of, 8% reported that they are frequently the object of nasty rumours in school, and 7% reported that they are frequently left out of things.

Moving from the world of school to the world of work is one of the most dramatic changes in the lives of young people. And for many youngsters this transition does not go smoothly.

The transition from school to work can be a difficult period associated with spells of unemployment. Data show that those who leave school early have comparatively low skills and low educational attainment and face the greatest challenges in the labour market compared to their peers who stayed in education longer.

Innovative schools challenge the boundaries – in time, space, and also in curricula and learning processes – that tradition seems to impose on schools today. They often have different approaches to the learning process and especially how its pedagogical core is organised.

Disadvantaged students don’t have as many resources at home as their advantaged peers so ideally schools would need to compensate by providing more support. However, often schools reinforce social disparities rather than moderate them.

As educators know well, there are many barriers to learning that originate outside of school, such as those that arise from socio-economic disadvantage. In many education systems, the concentration of disadvantaged students in certain schools poses an additional challenge.

Successes and failures in the classroom will increasingly shape the fortunes of countries. And yet, more of the same education will only produce more of the same strengths and weaknesses.

PISA 2015 data show that, on average across OECD countries, as many as three out of four students from the lowest quarter of socio-economic status reach, at best, only the baseline level of proficiency (Level 2) in reading, mathematics or science.

The School is organising specialised courses on socio-economic development and creating an international platform to exchange experiences and knowledge between public officers and practitioners from OECD member and non member countries that deals with cooperation and local development issues.

As I approached the hall where the relics of our vintage were assembled, I heard an unspirit-like roar

Ministers believe 'The Blob' - an army made up of political opponents and union barons - is colluding to politicise the coronavirus outbreak, The Mail on Sunday has learned.

Believe it or not, it's a thing. But 'mermaiding' runs far deeper than simply dressing up in a silicone tail. So what's the big pull?

Ministers believe 'The Blob' - an army made up of political opponents and union barons - is colluding to politicise the coronavirus outbreak, The Mail on Sunday has learned.

Sally-Anne Huang, 47, will take the reins as the next high master of the west London private school which boasts a ream of notable alumni including former Prime Minister Spencer Compton.

A teacher of a civic body-run school, who was involved in distributing ration during the lockdown, has tested positive for the novel coronavirus, officials said on Saturday. The teacher was posted at a primary school in Wazirabad under the North Delhi Municipal Corporation. The teacher had last come to school on April 28 and started showing COVID-19 symptoms from May 2. His test report came on Friday, an official of North Delhi Municipal Corporation said. "We traced his six primary contacts and they have been sent into quarantine. Since they are completely asymptomatic, no test has been done yet," he said, adding the school building has been sanitised.

A wide-cross section of academicians and civil society organisations have come together to express dissent at the threat of closure of a well known rural school in Bandhyali, Rajasthan. They are demanding that the government honour its own commitments to provide free, good education to all children, reports Deepti Priya Mehrotra.

This 15-year-old school in Rajasthan has been providing quality education accessible to poor children. But going against the spirit of a High Court order, the Jaipur Development Authority has asked the Bandhyali school to pay a prohibitive sum for its allotted land. Deepa A reports.

Do alternative schools work? After all, every child has to ultimately face a society that puts a premium on competitiveness and commodification. Or are alternatives only an option for children of parents from a certain class of society? Deepa A finds out.