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by Andreas Schleicher  Director, Directorate for Education and Skills  Indigenous peoples are the first inhabitants of their lands, but are often poorly served by the education systems in their countries. Why? Is it necessary to wait until issues such as poverty or appropriate legal recognition for Indigenous peoples are resolved? Can education systems be expected to address Indigenous students’ needs relating to language, culture and identity? Can non-Indigenous teachers be effective teachers of Indigenous students? How can Indigenous parents have confidence that their children are safe at school and receiving a high-quality education? Indigenous students do well in some schools more than in other schools and in some education systems more than in other education systems. Pockets of excellence and promising practices rarely translate across systems or across schools within a single education system. Thus, education systems and individual schools seldom learn from each other a...

by Anna Choi Analyst, Directorate for Education and Skills , OECD Koji Miyamoto Analyst, Directorate for Education and Skills , OECD Common sense and hard evidence point to the significant impact of socio-emotional skills such as perseverance and responsibility on children's lifetime success. Empowered children are much more likely to finish college, maintain healthy lifestyles and be happy. Both parental and teacher experiences as well as emerging studies also underlie that social and emotional skills can be particularly malleable from childhood until adolescence. *Sample limited to white males with at least a high school diploma The OECD report: "Skills for progress report" shows that American high school students who were at the highest decile of social and emotional skills distribution are 4 times more likely to self-report completing college than those who are in the middle decile (median). Needless to say, a growing number of evidence indicate how these skills c...