The Flemish Government asked the OECD to undertake a targeted diagnostic study of the Flemish system for teachers’ Continuing Professional Learning (CPL). Drawing on findings from interviews with Flemish stakeholders and schools, as well as document...

The Welsh Government asked the OECD to undertake a targeted diagnostic study of Wales’ system for teachers’ Continuing Professional Learning (CPL). Drawing on findings from interviews with Welsh stakeholders and schools, as well as document review,...

Kazakhstan has made tremendous progress in ensuring universal access to primary and lower-secondary education. Nevertheless, results international surveys reveal that almost two-thirds of students from Kazakhstan complete schooling without mastering...

Because of the coronavirus (COVID-19) outbreak, most higher education institutions across the OECD decided to close their campuses. As a result, teaching and assessment activities have been conducted from a distance, generally online. Based on the...

Kazakhstan has made tremendous progress in ensuring universal access to primary and lower-secondary education. Nevertheless, results international surveys reveal that almost two-thirds of students from Kazakhstan complete schooling without mastering...

The 2020 COVID-19 pandemic has disrupted schooling around the world and highlighted how critical it is for teachers to quickly learn, improve and adapt their practice to changing conditions. Continuing professional learning is vital to support...

In light of recent education reforms, Brazil is currently considering a series of changes to the purpose and design of its Basic Education Assessment System (Sistema de Avaliação da Educação Básica, SAEB), which has been a critical source of...

Teachers’ time is a critical resource for education systems and a key input for student learning. Like any type of resource, teachers’ time can be allocated more or less effectively to promote positive outcomes for students. How school systems...

Romania is one of the few countries in the OECD and EU lacking national teaching standards. This education policy brief shares examples of how clearly defined teacher competency standards can help shape initial teacher education and professional...

In 2017, the Government of Norway introduced a new competence development model for schools, to provide municipalities and schools with greater freedom of action and empower them to carry out systematic school improvement. This model has the...

School leaders in Romania primarily consider their function to be purely administrative, rather than having responsibilities for shaping the quality of teaching and learning. This education policy brief highlights how other countries and economies...

Despite improvements in recent years, many students in Romania still progress through school without mastering basic competencies and a large share of them leave school before completing upper secondary education. This education policy brief focuses...

Early childhood education and care (ECEC) attendance in Romania has increased in recent decades but remains below national goals and EU averages. This education policy brief aims to support Romania’s efforts to improve the access and quality of ECEC...

Iceland’s Education Policy 2030 (EP2030) is an education strategy document that outlines aims to achieve a dynamic and flexible education system to drive economic and social change. Its vision is ‘to accomplish high-quality education through life’,...

Career guidance has never been seen as more important but what really makes a difference to the prospects of young people? This paper provides guidance to schools on how school leaders, teachers and guidance professionals can be most confident that...

Employer engagement is fundamental to career guidance. Research studies shows that school activities like career talks and workplace visits that involve people from workplaces are often linked with better employment outcomes. Many young people though...

While young people are leaving education more qualified than ever before, in many countries they are struggling to compete for jobs in the labour market. Compared to older workers, young people tend to have less work experience, fewer useful contacts...

This toolkit provides education system leaders with an implementation framework and questions to consider in the development of their education responses to the COVID-19 crisis. It builds on an analysis of education policy actions taken during the...

This country policy profile on education in the Czech Republic is part of the Education Policy Outlook series. Building on the first policy profile for the Czech Republic (2013), it offers a concise analysis of where the education system stands today...

This country policy profile on education in Turkey is part of the Education Policy Outlook series. Building on the first policy profile for Turkey (2013), it offers a concise analysis of where the education system stands today in terms of strengths,...