The current economic environment, the COVID-19 pandemic and ongoing megatrends, such as digitalisation and the green transformation, threaten equality of opportunity and social mobility for current and future generations. High-quality cross-country evidence is necessary to implement policies to...

This paper reviews the different definitions and measures of skills use and shows why it matters for local development policies. Based on findings from the Annual Population Survey and the UK Employer Skills Survey, it provides unique local analysis on how the Leeds City Region compares on...

If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force. Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World, the background report to 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 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 report New insights from TALIS 2013: Teaching and learning in primary and upper secondary education (OECD, 2014a) presents an overview of teachers and teaching in primary and upper secondary education for a sample of countries that participated in the OECD Teaching and Learning International...

If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force. Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World, the background report to the...

This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills,...

A new OECD report, Supporting Teacher Professionalism, based on the Teaching and Learning International Survey (TALIS), conceptualises teacher professionalism as being comprised of: knowledge base, defined as necessary knowledge for teaching; autonomy, defined as teachers’ decision-making over...