In most countries and economies, students who attend schools in urban areas tend to perform at higher levels than other students. Socio-economic status explains only part of the performance difference between students who attend urban schools and other students. Schools in urban settings are...

The report links the results from the OECD PISA 2000 survey to qualitative evidence on important public policy measures in six countries that performed well in PISA. These measures included strategies for educational reform and innovation; issues of governance and resource allocation; national...

As education systems face a post-COVID-19 world, we must not lose sight of the importance of teachers’ well-being. Already, prior to the pandemic, teachers were struggling to cope with workload and stress, as shown by the Teaching and Learning International Survey (TALIS), one of the first...

Upper secondary education is the final stage of formal education for the majority of students in OECD countries, and as such it is a crucial staging point towards further learning and employment. But how successful are upper secondary schools in preparing young adults for life?The International...

Countries in Eastern Europe and Central Asia have clear aspirations to strengthen civic participation and increase prosperity for all. A highly skilled and knowledgeable population is critical to achieving these goals, which makes creating and maintaining high quality and equitable education...