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How to surf the new wave of globalisation

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by Andreas Schleicher Director, OECD Directorate for Education and Skills Globalisation is connecting people, cities, countries and continents, bringing together a majority of the world’s population in ways that vastly increase our individual and collective potential, and creating an integrated market in products and services. One in three jobs in the business sector now depends on demand in other countries. In fact, a single product is often produced by workers in different parts of the world along the so-called Global Value Chain. Global value chains give small companies and countries unprecedented opportunities to reach global markets and create new jobs. But the same forces have made the world more volatile, more complex and more uncertain. The rolling processes of outsourcing and the hollowing out of jobs, particularly for routine tasks, have radically altered the nature of work. For those with the advantage of the right knowledge and skills, this is liberating and exciting. In In...
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Assessing school assessment in Romania

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by Andreas Schleicher Director, OECD Directorate for Education and Skills We published our review of school assessment and evaluation in Romania today, and the report received a lot of attention. We had done our last assessment of education in Romania in 2000, and it was a very different country back then. It was only in 2011 that Romania put in place an inclusive vision for education, a vision of 21st-century learning and 21st-century assessment. Since then, the country has made remarkable progress in backing that vision up with institutional capacity. Perhaps most important, Romania has been one of Europe’s success stories in terms of delivering improved results. Over the past decade, only Portugal has seen faster improvement in our PISA science assessment than Romania. But it’s important to look forward, since Romania’s schools today will be Romania’s society tomorrow. And today, 40% of Romanian 15-year-olds still lack the foundation skills they need for lifelong learning and produ...
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Working together to build the culture of learning in the Netherlands

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by Andreas Schleicher  Director for Education and Skills, OECD The Dutch are known for making a virtue of necessity. Now is a time when their reputation will be put to the test. The Netherlands’ economy and society are being transformed by technological change, increased economic integration, population ageing, increased migration and other pressures. A highly skilled population with the opportunities, incentives and motivation to develop and use their skills fully and effectively will be essential for confronting the challenges and seizing the opportunities of the future. The Dutch skills system is strong compared to others internationally, but still the Dutch understand that for a small country with an open economy to remain competitive, it will need to reinforce the foundation of skills on which Dutch success has been built. The OECD Skills Strategy Diagnostic Report: Netherlands , published today, identifies nine key skills challenges for the Netherlands and three priority area...
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Learning in school as a social activity

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by Mario Piacentini Analyst, OECD Directorate for Education and Skills What do 15-year-old students really need from school and what can school give them for their personal growth? The third volume of PISA 2015 results on students' well-being shows how important it is that education helps them develop not only knowledge and cognitive skills, but also the social and emotional competencies and resilience to thrive in the face of present and future challenges. Schools can attend to these needs, and making schools happy and caring communities is a feasible and worthwhile pursuit. Happy schools are places where children feel challenged but competent, where they work hard but enjoy it, where social relationships are rewarding and respectful, and where academic achievement is the product but not the sole objective. Creating happy schools is the joint responsibility of teachers, parents and students. All of us have memories of at least one teacher who made a difference in our life. My fir...
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Country Roads: Education and Rural Life

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by Marc Fuster Consultant, OECD Directorate for Education and Skills “Country roads, take me home” sang John Denver a while ago and, in fact, improvements in transportation and communication technologies have brought our cities and towns closer together. Some rural regions benefit today from their proximity to social and economic urban centres to attract people and enhance their economic competitiveness. Nevertheless, the attractiveness of rural regions, particularly those more remote, has been dropping off in many OECD countries. The trend is more severe among the young: Rural populations are ageing faster and in some cases declining . The loss of critical mass makes service delivery more difficult and puts economic and social sustainability at risk. Education plays an important role in this equation as knowledge and skills are critical drivers of individual development, community cohesion and economic competitiveness. Yet several challenges for individuals in rural communities remain...
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Developing an agenda for research and education in Wales

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by Hannah von Ahlefeld Project Lead, TALIS Initial Teacher Preparation study, OECD Directorate for Education and Skills It’s an exciting time in Wales for education. In the wake of a number of high-profile reports by the OECD and leading international experts urging change in teacher education , Wales is implementing a wave of reforms designed to improve delivery of teacher education. There is a new curriculum; new teacher and leadership standards for teachers; and new accreditation standards for providers of initial teacher education. Research can be used as an important pillar and driver of these reform efforts. The need to build research capacity was underscored in Professor John Furlong’s review of initial teacher education in Wales, Teaching Tomorrow Teachers . He highlighted the importance of research as a means of developing student teachers as critical consumers of or participants in research; recognising the role of research or critical reflection in teachers’ professional...
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Does the world need people who understand problems, or who can solve them?

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by Dirk Van Damme Head of the Innovation and Measuring Progress Division, Directorate for Education and Skills  The label “21st -century skills” is being increasingly used, and sometimes misused, to indicate that the rapidly changing economic, social and cultural environment of the current century demands a revision of what we think are crucial subjects for the next generations to learn. Examples include creativity, innovation, critical thinking, curiosity, collaboration, cross-cultural understanding or global competence. Some people wonder whether these skills are truly new, or whether education has always been about fostering these capabilities. But stakeholders – not least employers and the business sector – continue to complain that they don’t find candidates leaving the education systems who have the skills they think matter for the jobs they have to offer. And they claim that this is the case because current education systems do not sufficiently prioritise the development of ...
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