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 basic skills needed to be successful, and...

Effective teaching starts with high-quality preparation that provides prospective teachers with a strong foundation on which they can continue to build throughout their career. Initial teacher preparation should provide beginning practitioners with a coherent learning experience that integrates...

The early childhood education and care (ECEC) workforce is foundational for providing high-quality learning, development and well-being experiences for young children. Policies can support the development of this workforce by addressing requirements for initial education and continuing...

Early childhood education and care (ECEC) staff are central to promoting young children’s development, learning and well-being. Novice staff, defined as staff with up to three years of experience, account for 27% of staff in TALIS Starting Strong 2018. Novice staff are generally less educated...

This policy perspective was developed at the request of the Directorate for Education Reform, Scotland (United Kingdom) to provide an overview of how countries across the OECD assess social and emotional skills in upper secondary education. It is accompanied by, and draws on material from, a...

Engaging with research, and ensuring research evidence is used well, is key to professionalising education policy making processes, and ultimately to improving educational outcomes. But the systematic use of evidence in policy making faces many challenges. This policy brief draws on evidence...