When we think of technology and education, we usually think of information and communication technologies (ICTs).

Vocational education and training can mean very different things to different people.

At the turn of this century, two different models of higher education programmes prevailed in the world.

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.

OECD countries must step up their efforts to improve the quality and equity of their education systems as part of their commitments to meet the Sustainable Development Goal (SDG) for education by 2030, according to a new OECD report.

Education at a Glance 2016 - Country Notes

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.

This policy profile on education in Korea is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries.

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.

The most recent round of the assessment, PISA 2015, focused on 15-year-olds’ science literacy, defined as "the ability to engage with science-related issues, and with the ideas of science, as a reflective citizen".

This paper delivers a broad assessment of income inequality in Denmark.

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.

Reforms that boost growth by enhancing economic flexibility often meet strong opposition related to concerns that they may imply adverse consequences for categories of workers. This study investigates how making product or labour market regulation more flexible changes workers’ risks of moving out of employment and jobless people’s chances of becoming employed.

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.

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.

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.

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.

Malaysia has sustained over four decades of rapid, inclusive growth, reducing its dependence on agriculture and commodity exports to become a more diversified, modern and open economy.

Productivity growth is essential to providing sustainable increases in living standards. Malaysia has reached a development stage where growth needs to be driven more by productivity gains than the sheer accumulation of capital and labour inputs.

Malaysia has followed a comparatively equitable development path, largely eliminating absolute poverty and greatly reduced ethnic inequality.

For the first time in PISA a teacher questionnaire provides valuable information on teaching practices and learning activities in the classroom. This webinar will focus on insights from the PISA findings on teacher policy and practice.

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.

This paper provides a quantitative description of decoupling in OECD countries over the past two decades, with the results suggesting that it is explained by declines in both labour shares and the ratio of median to average wages (a partial measure of wage inequality).

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.

Countries have seen a major increase in the educational attainment level of their populations. In 1965, only 43% of young adults aged 25-34 had attained upper secondary education or higher on average across OECD countries. Fifty years later, upper secondary education had almost doubled with attainment levels reaching 84% in 2015.

Most people see social inequities in education as stubbornly persistent.

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.

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.

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.

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.

China has the largest education system in the world. With almost 260 million students and over 15 million teachers in about 514 000 schools (National Bureau of Statistics of China, 2014), excluding graduate education institutions, China’s education system is not only immense but diverse.

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.

On average across OECD countries, almost one in four students – whether boy or girl – expects to work in an occupation that requires further science training beyond compulsory education. This brief highlights the kinds of science careers 15-year-olds anticipate for themselves in the future.

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.

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)

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.

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.