by Daniel Salinas 
Analyst, Education and Skills Directorate


Countries and economies participating in PISA have invested substantial resources and used a wide variety of strategies during the past ten years to improve the quality of their schools. Have these efforts paid off? Yes and no. As this month’s PISA in Focus explains, schools are better-staffed and better-equipped today than they were a decade ago, and the learning environment in schools has improved as well, particularly when it comes to teacher-student relations. But other aspects measured by PISA in 2003 and 2012, such as the degree to which low- and top-performing students or socio-economically disadvantaged and advantaged students attend the same school (i.e. schools’ academic and social inclusion, respectively), show no clear progress across OECD countries during the period.

OECD countries significantly increased their expenditure in primary and secondary schools during the past decade, and a significant part of this inv…

by Andreas Schleicher
Director, Directorate for Education and Skills

The world is rapidly becoming a different place, with globalisation and modernisation imposing huge challenges to individuals and societies. Schools need to prepare students to live and work in a world in which most people will need to collaborate with people of diverse cultural origins, and appreciate different ideas, perspectives and values; a world in which people need to decide how to trust and collaborate across such differences, often bridging space and time through technology; and a world in which their lives will be affected by issues that transcend national boundaries. These days, we no longer know exactly how things will unfold; often we are surprised and need to learn from the extraordinary; sometimes we make mistakes along the way. And it will often be the mistakes and failures, when properly understood, that create the context for learning and growth. Resilience has become key to success, the capacity to …

by Dirk Van Damme
Head of the Innovation and Measuring Progress division, Directorate for Education and Skills



When societies move forward, not everyone benefits in the same way or to the same extent. Some social groups change faster than others, while other groups risk falling behind. Change in education is no exception. In understanding social change it is critically important not only to look at the average change, but also to look at how change affects the entire population.

The rapid expansion of education opportunities in OECD countries over the past decades was most visible at the top of the distribution, that is, in the growing share of tertiary-educated adults. But education opportunities also opened up at the bottom of the distribution and, as a result, the number of low-educated people decreased. In other words, the entire distribution of educational attainment moved upwards.

However, the speed of change can be different at the two ends of the attainment distribution. If the…

by Andreas Schleicher
Director, Directorate for Education and Skills

At the OECD, we tend to look at French education through the lens of statistics. These show one of the largest gaps between the learning outcomes of children from poor and wealthy families. And the opportunity gap keeps widening.

And yet, local initiatives can win against all odds. I just saw one of the most amazing shows in the Maison de la Danse in Lyon, performed by amateurs from one of the poorest neighbourhoods in the city. Some of the actors, aged 4 to 92, had never before set foot in the place, and even fewer would have attended a classical music concert. And yet this past Sunday these artists danced to music from Mozart, which they interpreted from their own cultural perspectives. And they did so with a level of tolerance and recognition of the cultural identity and aesthetics of others that reveals what can be possible if we see the diversity of cultures, generations and social backgrounds not as the problem …