Bulgaria's Programme "Education", funded through the European Social Fund Plus and the national budget, supports reforms designed to improve access, inclusiveness, quality and labour market relevance across the education sector. This report aims to help strengthen implementation and long-term impact by proposing ways to enhance evaluation practice across the Programme, generating constructive learning about what works in different contexts. Building on existing monitoring and operational systems, it provides a toolbox of measures for fund managers and beneficiaries. Drawing on document review, interviews and international examples, the report finds that while Programme "Education" has clear objectives and a well-established monitoring system, the expected causal links between activities, mechanisms and outcomes are not always explicit. Moreover, there is scope to strengthen learning during implementation by encouraging greater reflection among beneficiaries on what contributes to change, for whom, and under what conditions. Finally, although Bulgaria has rich administrative data, limitations in access and linkage can constrain more robust analysis of outcomes. The report proposes practical recommendations, including greater use of simple theories of change; indicators that better capture outputs, mechanisms and outcomes; improved access to administrative data; more learning-oriented implementation practices; and better conditions for rigorous evaluation where appropriate.

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The first three years of children’s lives represent a sensitive period of rapid growth. The Early Childhood Education and Care (ECEC) sector for children under age 3 has expanded, driven by the need to support parents’ employment and growing recognition of the importance of ECEC for children's development. This expansion has relied on different types of provision, including private and home-based ones. As a result, ECEC systems for children under age 3 are often fragmented, creating a risk of uneven quality across the sector.
This thematic report draws on data from TALIS Starting Strong 2024 to examine how to achieve more consistent and stronger ECEC quality for children under age 3 in the context of expanding enrolment to a broader, more diverse group of children. The policy context, governance and key features of ECEC provision for children under age 3 are considered. The report explores how differences across types of provision and providers shape children's daily experiences, the resources available and staff working conditions. TALIS Starting Strong 2024 data inform strategies to reduce quality gaps and support continuous improvement in ECEC for children under age 3.

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An increasing number of OECD countries are seeking to exploit the potential of micro-credentials as a way to increase uptake of upskilling and reskilling in the face of rapid technological change and demographic aging. Micro-credentials record the learning outcomes that learners acquire on completion of learning activities that are smaller, more targeted, and more flexible than traditional formal education and training programmes and can theoretically be issued by a wide range of education and training providers. This report sets out a proposed strategy for the further implementation of micro-credentials across education and training sectors in Czechia. Developed as part of a project financed by the European Union’s Technical Support Instrument (TSI), the recommendations presented draw on an assessment of the Czech context, in-depth analysis of international policies and practice in other OECD countries and a wide-ranging consultation with stakeholders across Czech regions.

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Every morning, millions of children are expected to attend school. Yet many face barriers that prevent regular attendance. School attendance problems are no longer a marginal issue; they have become a challenge affecting classrooms in nearly every country. Every Day Counts: Understanding, Preventing and Responding to School Attendance Problems synthesises evidence from the OECD Policy Survey on School Attendance Problems, literature and international large-scale assessments to give an account of key concepts, terminology and international trends, drivers, and consequences of school absences. It also takes stock of policies and practices for supporting school attendance and distils key messages and policy pointers emerging from the evidence presented in the report. The report will be of interest to policy-makers, practitioners and researchers seeking to promote regular school attendance and strengthen support for students experiencing school attendance problems within their education systems.

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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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