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.

Today’s education systems need to adapt practices to local diversity while ensuring common goals.

The role of the school leader is essential for pupil and staff success, and although good practice exists, there is still room for improvement.

Students unable to navigate through our complex digital landscape are simply no longer able to participate in our social, economic and cultural life.

Exposure to high quality teacher professional development varies greatly both between and within countries, which broadens the scope of work for policy makers.

On 6 December, the latest results from the OECD Programme for International Student Assessment, better known as PISA, will be made public.

Why women and men choose to pursue different fields of study, and why those choices vary among countries, is not easy to determine.

PISA 2015 focused on science, with the understanding that, although not every student is interested in becoming a scientist, all of us now need to be able to “think like a scientist” sometimes.

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.

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

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.

Highly qualified and competent teachers are fundamental for equitable and effective education systems. Teachers today are facing higher and more complex expectations to help students reach their full potential and become valuable members of 21st century society.

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.

PISA data reveal large disparities in achievement not only across countries, but also within countries across different subgroups of students.

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.

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.

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.

with Andreas Schleicher, Director for the Directorate of Education and Skills

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’.

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.

Join Andreas Schleicher, Director of the OECD Directorate for Education and Skills, and Éric Charbonnier, analyst in the Early Childhood and Schools division, who will present the main findings from Starting Strong V - Transitions from Early Childhood Education and Care to Primary Education.

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.