Latest Documents

Investigating the complexities of school funding (OECD Education Today Blog)

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.

The Funding of School Education - Connecting Resources and Learning

Rethinking the learning environment (OECD Education Today Blog)

What do innovative learning environments around the world look like? How might they be led and evaluated? What policy strategies stimulate and support them? For the past decade the OECD’s Centre for Education Research and Innovation (CERI) has addressed these and similar questions in an international study called Innovative Learning Environments.

Archived webinar - Transitions from Early Childhood Education and Care to Primary Education

The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum.

Priming up for primary school (OECD Education Today Blog)

Quality transitions that are well-prepared and child centred, managed by highly educated staff who are collaborating professionally, and guided by appropriate and aligned curricula, can go a long way to ensure that the positive impacts of early learning and care will last through primary school and beyond.

Starting Strong V: Transition from Early Childhood Education and Care to Primary Education – Background report – Denmark

SThe transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum.

PISA in Focus No. 73 - Do students spend enough time learning?

In some countries and economies, such as Beijing-Shanghai-Jiangsu-Guangdong (China), Qatar,Thailand, Tunisia and the United Arab Emirates, students spend at least 54 hours per week learning at and outside of school combined, whereas in others, like Finland, Germany, Sweden, Switzerland and Uruguay, students spend less than 40 hours studying.

Studying more may not make you a top-performer (OECD Education Today Blog)

As this month’s PISA in Focus reveals, students spend considerably more time learning in some countries than in others, but this does not necessarily translate into better learning outcomes.

Who makes it into PISA? (OECD Education Today Blog)

Unlike earlier PISA reports, the 2015 PISA report (Volume I and Volume II) highlights differences in sample coverage – how many students were eligible to participate in PISA – between countries.

Register for the webinar - Transitions from Early Childhood Education and Care to Primary Education (Wednesday, 21 June, at 17:00 Paris time)

Join Andreas Schleicher, Director of the OECD Directorate for Education and Skills, and Éric Charbonnier, analyst in the Early Childhood and Schools division, who will present the main findings from Starting Strong V - Transitions from Early Childhood Education and Care to Primary Education.