Educating for Innovation and Innovation in Education

by Andreas SchleicherDirector, OECD Directorate for Education and SkillsPeople have quite different views on the role that digital technology can and should play in schools. But we just can’t ignore how digital tools have so fundamentally transformed the world around schools. Students unable to navigate through our complex digital landscape are simply no longer able to participate in our social, economic...

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Leaders for learning

by Montserrat Gomendio Deputy Director, Directorate for Education and SkillsThe success of the Olympic games this year has been thrilling to watch, with the coaches of different teams playing a widely recognised role. As leaders with a vision, coaches choose the members of their teams, assign roles, train and support athletes. In the same way, leaders in all fields are recognised as having a huge...

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Can OECD’s data guide the world towards better education systems?

by Dirk Van DammeHead of the Innovation and Measuring Progress Division, Directorate for Education and Skills   What do we have to do to ensure that all children and adults around the world get the best possible education? This question is important not only for individuals’ futures, but also for the fate of the planet. The outcomes of education will determine whether mankind will be able to face the many challenges ahead, from climate change to migration, from peace...

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What makes education governance and reform work beyond the drawing table?

by Florian KösterAnalyst, Directorate for Education and Skills, OECD Today’s education systems need to adapt practices to local diversity while ensuring common goals. Given the complexity of modern education systems, seemingly straightforward changes may result in unexpected consequences, making effective production, use and exchange of knowledge – policy-relevant know-how – across the system...

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Complex mathematics isn’t for everyone (but maybe it should be)

by Marilyn AchironEditor, Directorate for Education and SkillsPut a complicated algebraic equation or geometry problem in front of a 15-year-old student (or, for that matter, just about anyone) and you can almost see the brain at work: I. Can’t. Do.This.Most of us have found ourselves in this situation at one point or another. But many students, particularly students from disadvantaged backgrounds,...

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