16 results
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No. 9 | 26 Jan 2024 |
The right conditions: Systemic enablers for a culture of research engagement in education
Research evidence in education serves as a compass, directing stakeholders towards informed choices that drive educational progress, enhance teaching methodologies, address inequities and support resource optimisation. Overcoming the challenges of... |
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No. 16 | 27 Sept 2024 |
Teenage career uncertainty
PISA 2022 finds that two in five students aged 15, across all OECD countries have no clear career plans. The proportion of students who can be described as career uncertain has grown by more than half since 2018. This is a matter of concern. Analysis... |
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No. 8 | 15 Dec 2023 |
Strengthening higher education-school partnerships for green and digital innovation
This Education Spotlight presents key lessons and inspiring examples of policy and practice to inform collaboration between secondary education and higher education. The Spotlight was prepared by the OECD Higher Education Policy Team as part of the... |
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No. 4 | 16 Mar 2023 |
Schools as hubs for social and emotional learning
Schools are perfect hubs for social and emotional learning, but are they ready for this task? To address this question, this Spotlight reports previously unpublished findings from the OECD’s Survey on Social and Emotional Skills (SSES) and discusses... |
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No. 13 | 24 Jul 2024 |
Readying Adult Learners for Innovation
This Education Spotlight, the last in a series of three, presents key lessons and inspiring examples of policy and practice to inform how higher education systems can support and promote upskilling and reskilling of adult learners to contribute to... |
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No. 6 | 15 Jul 2023 |
Putting AI to the test
Advancements in artificial intelligence (AI) are laying the groundwork for extensive and rapid transformations in society. Understanding the relationship between AI capabilities and human skills is essential to ensure policy responsiveness to ongoing... |
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No. 7 | 23 Nov 2023 |
Policy pointers for equitable, effective and personalised upper secondary transitions
This Education Spotlight explores how countries manage transitions into upper secondary education and proposes policy pointers to guide transitions that support each learner to identify and pursue pathways that reflect and harness their personal... |
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No. 3 | 27 Oct 2022 |
Opening knowledge through education and science
Openness has always been at the core of science and education: after all, their purpose is to generate knowledge and make it widely available to as many people as possible. The unprecedented connectivity afforded by digital technology is providing... |
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No. 10 | 29 Feb 2024 |
Managing choice, coherence, and specialisation in upper secondary education
With a far greater share of the student cohort progressing into upper secondary education than previous generations, modern upper secondary systems need to accommodate a wider variety of student interests, aspirations and learning levels. To respond... |
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No. 1 | 10 Mar 2022 |
How to select indicators that support the implementation of education policies
Across OECD countries, the increasing demand for evidence-based policy making has led governments to design policies jointly with relevant indicators to monitor their implementation. Indicators can be effective tools as they provide key information... |
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No. 15 | 19 Sept 2024 |
How to Advance the Teaching and Assessment of Social and Emotional Skills
Social and emotional skills are increasingly recognised as critical skills and are, thus, being increasingly introduced in the curricula in many countries.Recent evidence demonstrates that stronger social and emotional skills are associated with more... |
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No. 2 | 15 Mar 2022 |
How do girls and boys feel when developing creativity and critical thinking?
Do girls and boys report different feelings during teaching and learning for creativity and critical thinking? This document highlights differences between the emotions reported by male and female secondary students in a project about fostering... |
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No. 5 | 23 May 2023 |
Food for thought: School meals for sustainable societies
Food security is both a necessary condition and a potential outcome of quality education. Through education, learners, their families and the wider society can establish more healthy relationships with food, which can lead to benefits related to... |
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No. 11 | 21 Mar 2024 |
Career guidance, social inequality and social mobility
Young people from low socio-economic status (SES) backgrounds face additional barriers as they seek to convert their qualifications and experience into successful employment. They encounter particular challenges in seeking to enter high status jobs.... |
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No. 12 | 24 Apr 2024 |
Building Competencies for Digital and Green Innovation in Higher Education
This Education Spotlight, the second in a series of three, presents key lessons and inspiring examples of policy and practice to inform how traditional higher education programmes, like bachelor’s degrees, can effectively cultivate competencies... |
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No. 14 | 30 Jul 2024 |
Aligned ambitions? How to tell (and why it is important to know) if students’ occupational and education plans are aligned
By the age of 15, PISA shows that most students have a clear idea about both the type of job they expect to have around the age of 30 and the highest level of education they anticipate completing. Longitudinal studies find that it matters if... |