The first five years of a child’s life represent a critical window of opportunity, but also of vulnerability. Strong early skills prepare children to succeed in education and to develop into healthy, well-adjusted adults. But a poor start can hinder these positive trajectories. For countries, few investments yield greater long-term benefits than ensuring that all children acquire solid foundational skills.
The International Early Learning and Child Well Being Study (IELS) provides countries with comparative data on children’s early learning and development. It helps governments understand how early outcomes relate to experiences and environments influenced by early years policies. The study combines direct and indirect assessments of the foundational learning, executive function and social and emotional skills of five-year-olds in schools and early childhood education and care (ECEC) settings. It also collected information on children’s characteristics, home environments and participation in ECEC from parents and staff. This report presents the main findings from IELS 2025 and sets the stage for deeper analysis of progress and gaps across children’s learning trajectories.

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Australia, Canada, France, Germany, the Netherlands and the United Kingdom have been among the OECD countries with the strongest growth in international student enrolment over the last decade. International students have significantly contributed to enrolment growth, shaped campus life and, in some countries, institutional finances. This report examines the journey and challenges of international students, from choosing where and what to study and obtaining a study visa/permit, to adapting academically, finding housing, integrating into local communities, progressing in their studies and navigating post-graduation pathways. After strong growth through the 2010s and a rebound after the COVID-19 pandemic, international student mobility is entering a more uncertain phase, with some countries tightening policies while others continue to expand international enrolment. By comparing six major OECD study destinations, the report highlights both shared challenges and emerging policy responses. It provides timely evidence on trends, challenges and policy responses related to international student enrolment at a time of growing public and policy attention.

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The OECD Teaching and Learning International Survey (TALIS) is the world’s largest survey of teachers and principals. In 2024, educators from five Western Balkan education systems − Albania, Kosovo, Montenegro, North Macedonia and Serbia − participated in TALIS, providing information about who they are and how they are doing. This report presents regional analysis of their responses, supporting policymakers in the Western Balkans to review, develop and strengthen their efforts to support the teaching profession and enhance education outcomes. The report covers three key topics: teachers and their working conditions, student-centred teaching and learning and professional learning for in-service teachers. It concludes with a set of policy pointers for improving teacher policies and practice in the region.

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The OECD Teacher Knowledge Survey (TKS) is the first large-scale study of teachers’ general pedagogical knowledge with internationally comparable data from representative samples of teachers. In 2024, eight countries participated in this new optional module of the Teaching and Learning International Survey (TALIS). Teachers completed an assessment of their general pedagogical knowledge and reported on their professional experiences, practices, and perceptions. Data from TKS give insights into the importance of pedagogical knowledge, where to find it and how to support its development.

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In recent years, Bulgaria has introduced several initiatives to improve the quality, relevance and attractiveness of vocational education and training (VET). The “Modernisation of VET” project (2024-2029), funded by the European Social Fund Plus and the national budget, is a comprehensive reform initiative to strengthen labour market relevance by updating curricula, improving teaching practices and reinforcing links between VET providers and employers. This interim evaluation examines progress in the first years of project implementation, focusing on efforts to enhance collaboration between VET and the labour market at system and school level. It finds that the project addresses a long-standing need in Bulgaria by introducing or enhancing collaborative mechanisms, such as Sectoral Skills Councils, practitioner teachers, and 240-hour student placements. These and other reforms under the project align closely with national and EU priorities and there are early signs of effectiveness where reform and implementation design have promoted coherence and multi-stakeholder partnership. However, tight timelines for system-level reforms and limited operational guidance for schools have created challenges, particularly in ensuring consistent, high-quality practice. Nevertheless, the project represents an unprecedented effort to reform VET at scale, laying a strong foundation for vocational programmes to be more relevant to labour market needs.

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As global challenges, artificial intelligence (AI) and other technological shifts reshape education, reimagining teaching demands more than incremental change. For policymakers, the central question is whether education systems are actively shaping that transformation or merely reacting to it. This report sets the scene for the 15th International Summit on the Teaching Profession (ISTP), to be held in March 2026. Convened by the Estonian Ministry of Education and Research, the OECD and Education International, the Summit brings together education ministers, union leaders and teacher leaders to engage in evidence-informed dialogue on some of education’s most pressing and contested challenges. Drawing on the OECD’s internationally comparative analysis, the report explores three interconnected themes: reimagining the teaching profession in a rapidly changing world; strengthening autonomy, trust and collaboration as foundations for innovation; and harnessing AI as an ally for teaching and learning. Together, these themes frame a forward-looking discussion on how to shape the future of education.

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Over the past two decades, Peru has significantly strengthened its education and skills system. Measures to improve access have resulted in participation rates on a par with OECD standards, while targeted quality reforms have helped raise learning outcomes, professionalise the teaching career, and improve the labour market relevance of education and training. These efforts have come at an important moment. Despite recent economic growth and solid macroeconomic foundations, inequality remains high, informality is widespread, and skills gaps continue to constrain productivity and social mobility.
This report assesses Peru’s education and skills policies and practices against those of the OECD and reference countries in Latin America, covering the full learning lifecycle – from early childhood education and care to adult learning. It identifies the system’s main strengths and challenges and explores how Peru can draw on OECD evidence and international experience to advance its education reform agenda. The report will be of interest in Peru, as well as in other countries looking to raise the quality, equity and efficiency of their education systems.

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Bulgaria is working to strengthen inclusive practices in early childhood and school education, with growing attention on supporting learners’ academic, social and emotional needs. As part of this effort, Bulgaria is implementing two large-scale projects: Bright Start, for preschool education, and Success for You, for primary and secondary education. Funded through the European Social Fund Plus and the national budget, the projects aim to improve early identification of learners’ needs, expand structured general and tailored supports, and strengthen parental engagement.
This interim evaluation examines early achievements from the first years of implementation to support delivery of the projects’ intended learning and well-being outcomes. It finds that both projects align well with international principles for inclusive education and are promoting learner-centred approaches in kindergartens and schools. Project teams work efficiently to ensure activities are implemented according to requirements and at unprecedented scale. However, there is scope to broaden efforts to build professional capacity for inclusive education among staff in kindergartens and schools and to strengthen the technical support available to them. Overall, the projects help lay important groundwork for longer term improvements, including greater awareness of inclusive practices across national and regional administrations and kindergarten and school communities.

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Upper secondary certificates are essential for education systems. They recognise students’ skills and facilitate access to higher education, training and work. As completion of upper secondary education has become the minimum expected level of attainment for life after school, this has accentuated pressure on the functions of upper secondary certificates. They must be at once more inclusive – recognising a broader range of skills and knowledge. Yet their selection function is also more important, as post-school education institutions and employers must identify the right candidates from larger pools than in the past. Given upper secondary certificates’ role as passports to life after school, they are often the subject of emotive debate. In this context, this OECD report provides an evidence-based perspective grounded in countries’ practice.

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This report provides an in-depth analysis of the Greek school system, with a focus on performance, equity, governance, the teaching profession, digital transformation, and early childhood education. Drawing on international comparisons, policy and data analysis, as well as stakeholder insights, the report identifies strengths and challenges and proposes evidence-informed policy directions to support Greece’s ongoing reforms and improve student outcomes.

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This report examines students’ learning experiences in Sweden in relation to digital technologies and school disciplinary climate and safety, drawing on an in-depth analysis of PISA 2022 results and insights from authorities and stakeholders. It focusses on how 15-year-old students experience their learning environment and how these experiences may be associated with learning outcomes and well-being. Sweden’s education system is characterised by strong values of equity, trust and local autonomy. It benefits from high levels of digital access and generally positive relationships between students and teachers. At the same time, the report highlights persistent challenges, including classroom disruptions, differences in students’ sense of safety and uneven pedagogical use of digital tools across schools. By placing student experiences alongside governance and resource arrangements, the report offers an international perspective on key strengths and areas that merit reflection. It highlights associations between learning environments, digital practices and school climate, and differences in student outcomes and well-being.

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The OECD Digital Education Outlook 2026 explores emerging research on the use of generative AI in education and presents innovative tools and applications that show promise. The report examines the use of generative AI in different teaching and learning scenarios: by students to learn subject knowledge, by students and teachers together as part of instruction, and by teachers alone to support their work in the classroom. The Outlook also showcases how generative AI can enhance the efficiency of education institutions and systems, such as research, analysis of learning pathways and support for study advisors. While highlighting the opportunities and benefits of generative AI, the report also notes key challenges and concerns. It provides a state-of-the-art overview of the impact and possibilities of generative AI in education and is an essential resource for education policymakers, institution leaders, researchers, as well as other stakeholders.

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This publication provides a comprehensive overview of teacher professional learning from the initial steps of a teacher’s career to supporting their sustained development and excellence. The publication considers four high-level ambitions for policymakers: how teachers are selected to and prepared for the profession, how a career structure can incentivise and reward excellence, how to effectively provision and deliver ongoing teacher professional learning, and how to develop an infrastructure that can create an ecosystem of learning across schools. For each of these, the publication synthesises OECD and wider research and highlights powerful policy examples from different systems. The publication concludes by considering the current context of teacher professional learning in Ukraine. The publication can provide relevant insights to those, like Ukraine, interested in reimagining their approach to professional learning and how to strengthen the policy environment that allows teachers to thrive.

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The OECD Review of Digital Education Policy in the Netherlands offers an independent analysis of strengths and challenges related to digital education in Dutch schools. It was carried out as part of the OECD project Resourcing School Education: Policies for the Digital Transformation of Education and Future-Readiness of Teachers. The report describes and assesses the system from an international perspective and proposes policy options to guide future reforms. The analysis covers primary and secondary education, focussing on digital education policies concerning the following topics: i) governance and system-level strategy, ii) funding and procurement; iii) the EdTech and education materials markets; iv) capacity building and the future roles of teachers, and v) the curriculum framework, assessments and school evaluations. This report aims to inform education authorities and stakeholders in the Netherlands as well as other countries looking to develop a system-level policy environment that enables schools to achieve excellence and equity in the digital age.

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The report provides Moldova with concrete guidance and practical considerations for transitioning from an ad hoc approach to a planned, cyclical curriculum review. Drawing on international research and experience, as well as Moldova’s own efforts in curriculum reform, it addresses six key questions: what are the main purposes of the curriculum review, what is the scale of the review, what are the main curriculum outputs of the review, how should the curriculum review cycle be planned and operationalised, what could be the duration of the review cycle, and how should the review process be governed. The report concludes with a proposal for a curriculum review cycle that reflects good practice internationally and is tailored to the Moldovan context. It will also be of interest to other countries seeking to adopt a more planned and cyclical approach to curriculum review.

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Early childhood education and care (ECEC) has the potential to address a range of goals, yet delivering on the potential of ECEC requires a workforce that is equipped and motivated to meet the unique demands of facilitating young children’s development, learning and well-being. The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) focuses on the ECEC workforce. In 2024, ECEC staff and leaders in 17 countries and subnational entities shared insights into a wide range of topics, including their working conditions, professional development opportunities and their work with young children.
This report presents the results of the survey, looking at the activities and supports for children and their families through ECEC, as well as the aspects of working in ECEC that staff appreciate, their opportunities for career progression and sources of work-related stress. The governance, oversight and structure of job opportunities in the sector are also considered. Taking a forward-looking approach, the TALIS Starting Strong 2024 data are used to inform strategies for strengthening ECEC systems in the face of shifting demands on the sector and short-term crises, better equipping these systems to realise the benefits of ECEC for the future.

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Lifelong learning is essential for building inclusive, resilient and future-ready societies. Yet, rapid digitalisation and demographic shifts are changing how, when and why people learn throughout life. This report explores how countries and economies can strengthen individuals’ agency as lifelong learners, supporting people to take an active role in identifying, acquiring and applying new knowledge and skills across diverse contexts. It views lifelong learners as individuals who mobilise their will, skills and means to keep learning and adapting.
The report identifies four critical life moments when individuals are particularly open to learning – or at risk of disengagement – and when well-targeted policy support can make the greatest difference: early childhood, mid-to-late adolescence, mid-career and approaching retirement. Drawing on analysis of 230 policies across 35 education systems, as well as international evidence and policy developments, the report explores how countries design and implement lifelong learning policies. In doing so, the report aims to support countries in advancing the goals set by the 2022 OECD Declaration on Building Equitable Societies Through Education.

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The financial sustainability of higher education is a growing - albeit far from new - concern in OECD countries. For higher education to be financially sustainable, it needs to recover the costs of its day-to-day activities and be able to invest enough in physical, human and intellectual capital to deliver on strategic goals and serve students and society. Achieving this requires a realistic vision of what higher education should deliver, adequate resources to fund these ambitions and tools to ensure higher education systems are configured to work effectively and that objectives and resourcing can be adjusted if they become misaligned. This report aims to provide inspiration for policy makers and stakeholders working on higher education funding by exploring how funding systems can influence delivery of system and institutional objectives. It does so by focusing on three aspects of policy: understanding costs and the level of resources likely required to achieve specific goals; the extent to which policy can influence the revenue mix of higher education providers and the main policy tools that can be used to allocate and steer the use of public funding to the higher education sector.

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Student responses on the PISA 2022 creative thinking test are a rich source of data. The CT Rescoring Project applied new scoring methods to PISA 2022 creative thinking data in 14 countries and economies to identify the most creative responses in the sample and shed new light on key questions about creativity and creative thinking.
This report examines what makes ideas creative across country-language groups, what cognitive processes lead to more creative ideas, and how successfully students can think creatively in multiple tasks, as well as the characteristics of high-performing students. Policy implications from the key findings are also described.

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