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by Johanna Boersch-Supan Director, Vodafone Germany Foundation – think tank  Digitisation is expected to profoundly change the way we learn and work – at a faster pace than previous major drivers of transformation. Many children entering school today are likely to end up working in jobs that do not yet exist. Preparing students for these unchartered territories means that we not only have to make sure that they have the right technical capabilities but that we have to strengthen their emotional and social skills . Resilience, the individual capacity to overcome adverse circumstances and use them as sources for personal development, lies at the core of being able to successfully adapt to change and thus actively engage with our digital world. A special PISA analysis conducted by the OECD in collaboration with the Vodafone Germany Foundation shows that several countries were able to increase the share of academically resilient students with disadvantaged backgrounds over the last de...

by Andreas Schleicher Director, Directorate for Education and Skills The next generation of children will need to create jobs, not just seek jobs. They will draw on their curiosity, imagination, entrepreneurship and resilience, the joy of failing forward. Their schools will help them discover their passions and aspirations, develop their potential, and find their place in society. But that is easier said than done, and good reading, math and science skills are just part of the answer. To develop their dreams and invest the effort it takes to realise them, children need, first of all, to be aware of the world and the opportunities it offers them. We often take that awareness for granted, perhaps because schools tend to be designed and run by people who succeeded in them. But this report paints a different picture. Statistics showed previously that more than one in five teenagers are looking to secure the 2.4% of new and replacement jobs in the UK economy that are predicted to be found...

by Dirk Van Damme Head of the Innovation and Measuring Progress Division, Directorate for Education and Skills In a not so distant past, it was seen as one of the defining features of schools that they isolated learners – and the learning process itself – from the surrounding environment. As so brilliantly described by the French philosopher Michel Foucault in his account of the modern machinery of discipline and power, schools must be secluded time/space settings, far away from the impurities of the contemporary world which would poison the minds and character of children. But also in a more enlightened and emancipatory sense, separating young learners from an often depressing environment was perceived to be the best way to guide them to higher levels of knowledge, skill and wisdom. Schools and schooling have changed a lot in recent years, but they are still well-defined in terms of the time and space boundaries that separate them from their environment. Some modern progressive pedago...

by Deborah Nusche Senior Analyst, Directorate for Education and Skills Back in 2013, when we launched the OECD's first international review of school resource policies, we may not have been fully prepared for the detective-type work we were getting into. The OECD Review of School Resources covers 18 school systems and aims to shed light on a part of education policy that has been surprisingly left in the dark. Today, we publish our first thematic report on the funding of school education. The research conducted for this study involved intensive field visits to 10 countries, which made tangible the challenges of reviewing school funding policies. In several systems, information on the formulas used to calculate funding levels for schools was not readily available. In a range of countries, including Denmark, Iceland and Sweden, school funding policies are a local responsibility and there may be as many different funding formulas as there are local authorities. But even in more cent...

by Andreas Schleicher Director, Directorate for Education and Skills How Do We Stack Up? Using OECD'S PISA to Drive Progress in U.S. Education from EdPolicy Leaders Online . How are policy makers in the United States using data to help districts maximise their impact? And, what tools do districts need to work together in order to build stronger communities?  The Every Student Succeeds Act (ESSA) in the United States has transferred a great deal of autonomy to states and districts. These local authorities are now responsible for transforming state and federal policies into strategies and practices that guide teaching and learning in the classroom. This allocated autonomy creates opportunities for states and districts to collaborate, but also adds an element of the unknown, since most decisions used to be taken at the federal level. Data are crucial to understanding the effect policies have on education systems at a local level. But, collecting the right kind of data can be challeng...