Note summarising England's results in the PISA 2012 problem solving assessment.

Note summarising Spain's results in the PISA 2012 problem solving assessment.

Note summarising the performance of 15-year-old students in Singapore in the PISA 2012 assessment of problem solving.

Note summarising the performance of 15-year-olds in Japan in the PISA 2012 assessment of problem solving.

Note summarising the performance of German 15-year-old students in the PISA 2012 assessment of problem solving.

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.

This report examines the sustainability of social institutions and their ability to absorb and cope with short-term shocks and longer-term trends by providing risk sharing and expenditure smoothing, focusing on pension, health care and unemployment insurance schemes.

PISA 2012 financial literacy results focusing on the performance of Australia amongst 17 other countries and economies who participated in the assessment: Belgium (Flemish Community), Shanghai-China, Colombia, Croatia, Czech Republic, Estonia, France, Israel, Italy, Latvia, New Zealand, Poland, Russia, Slovak Republic, Slovenia, Spain and the United States.

PISA 2012 financial literacy results focusing on the performance of Australia amongst 17 other countries and economies who participated in the assessment: Australia, Belgium (Flemish Community), Shanghai-China, Colombia, Croatia, Czech Republic, Estonia, France, Israel, Latvia, New Zealand, Poland, Russia, Slovak Republic, Slovenia, Spain and the United States

PISA 2012 financial literacy results focusing on the performance of Italy amongst 17 other countries and economies who participated in the assessment: Australia, Belgium (Flemish Community), Shanghai-China, Colombia, Croatia, Czech Republic, Estonia, France, Israel, Latvia, New Zealand, Poland, Russia, Slovak Republic, Slovenia, Spain and the United States

PISA 2012 financial literacy results focusing on the performance of Spain amongst 17 other countries and economies who participated in the assessment: Australia, Belgium (Flemish Community), Shanghai-China, Colombia, Croatia, Czech Republic, Estonia, France, Israel, Italy, Latvia, New Zealand, Poland, Russia, Slovak Republic, Slovenia, and the United States

Résultats pour la France de PISA 2012 sur la culture financière en comparaison avec 17 autres pays et économies qui ont participé à l'évaluation: l'Australie, la Belgique (Communauté flamande), Shanghai-Chine, Colombie, Croatie, République tchèque, Estonie, Israël, Italie, Lettonie, nouvelle-Zélande, Pologne, Russie, République slovaque, la Slovénie, l'Espagne et les États-Unis

PISA 2012 financial literacy results focusing on the performance of France amongst 17 other countries and economies who participated in the assessment: Australia, Belgium (Flemish Community), Shanghai-China, Colombia, Croatia, Czech Republic, Estonia, Israel, Italy, Latvia, New Zealand, Poland, Russia, Slovak Republic, Slovenia, Spain and the United States

PISA 2012 financial literacy results focusing on the performance of the United States among 17 other countries and economies who participated in the assessment: Australia, Belgium (Flemish Community), Shanghai-China, Colombia, Croatia, Czech Republic, Estonia, France, Israel, Italy, Latvia, New Zealand, Poland, Russia, Slovak Republic, Slovenia, and Spain

PISA 2012 financial literacy results focusing on the performance of Spain amongst 17 other countries and economies who participated in the assessment: Australia, Belgium (Flemish Community), Shanghai-China, Colombia, Croatia, Czech Republic, Estonia, France, Israel, Italy, Latvia, New Zealand, Poland, Russia, Slovak Republic, Slovenia, and the United States

PISA 2012 financial literacy results focusing on the performance of Spain amongst 17 other countries and economies who participated in the assessment: Australia, Belgium (Flemish Community), Shanghai-China, Colombia, Croatia, Czech Republic, Estonia, France, Israel, Italy, Latvia, New Zealand, Poland, Russia, Slovak Republic, Slovenia, and the United States

Countries should step up their efforts to improve the quality of post-secondary vocational training in order to meet the changing needs of today’s job market, according to a new OECD report.

Can PISA results predict the quality of a country’s labour force one decade later? To find out, we compared some of the results from the PISA 2000 and PISA 2003 tests with results from the 2012 Survey of Adult Skills (a product of the OECD Programme for the International Assessment of Adult Competencies, or PIAAC).

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.

La calidad del sistema educacional de hoy es la base para la prosperidad económica y social del país de mañana.

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.

Research shows that programmes to improve adults’ basic skills need to use awareness-raising measures (like the adult education weeks promoted in Denmark and Finland) and national campaigns (as conducted in France and Luxembourg) to encourage interested, but reluctant adults to participate.

Parents’ level of education still greatly influences that of their children: individuals are 4.5 times more likely to attend higher education if one of their parents has a higher education degree than if both their parents have below upper secondary education.

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.

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.

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.

Colombia’s education system has made impressive progress over the past two decades, but more needs to be done now to ensure that all children have access to a quality education, according to a new OECD report.

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.

Latvia has made good progress improving its education system since independence in 1991, but more efforts are now needed to raise teaching standards and ensure that all students have access to a quality education, according to a new OECD report.

The Dutch school system is one of the best in the OECD, but raising standards will require further reforms to improve early childhood education, motivate students to excel and develop a career structure that attracts more high performers to the teaching profession, according to a new OECD report.

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

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.

PISA 2012 finds that, on average across OECD countries, about 70% of students attend schools where teachers believe that it is best to adapt academic standards to students’ capacities and needs.

Exposure to complex mathematics concepts and tasks is related to higher performance in PISA among all students, including socio-economically disadvantaged students.

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.

On December 6 2016 the Education Policy Institute will host the global launch of the 2015 results from the OECD's Programme for International Student Assessment (PISA) - a test of reading literacy, mathematics, and science given every three years to fifteen-year-olds in more than seventy countries and economies worldwide. This year's results will focus on science.

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.

The Portuguese economy is gradually recovering from a deep recession thanks to a broad structural reform agenda that has led to rising economic growth, falling unemployment and remarkable progress in export performance.

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.

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

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.

Ukraine has taken ambitious steps to tackle bribery and corruption across government, including public procurement and, law enforcement. It should now step up its efforts to tackle integrity risks and violations in education, such as unmerited grades, misappropriated school funds, and preferential access to schools and study programmes - according to a new OECD report.

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.

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.

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.

In an increasingly competitive international environment, providing workers with the right mix of skills can help ensure that globalisation translates into new jobs and productivity gains rather than negative economic and social outcomes, according to a new OECD report.

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?

The latest PISA in Focus tells some basic facts about bullying. First, bullying is widespread. Second, all types of students – boys and girls, rich and poor – face some risk of being bullied.

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.