Close your eyes for a second and think of something that happened over the last 20 years and you would have never expected to occur. Be it the pandemic, smart phones or something else, the truth is that the future likes to surprise us. Our world is in a perpetual state of change. There are always multiple versions of the future—some are assumptions, others hopes and fears. To prepare, we have to consider not only the changes that appear most probable, but also the ones that we aren’t expecting.

Inspired by the ground-breaking 2001 Schooling for Tomorrow scenarios, this book provides a set of scenarios on the future of schooling, showing not a single path into the future, but many. Using these scenarios can help us identify the opportunities and challenges that these futures could hold for schooling and education more broadly. We can then use those ideas to help us better prepare and act now. Whether parents or students, teachers or educational leaders, researchers or policy makers, this book has been written for all those who want to think about futures that haven’t occurred to play their part in shaping the future that will.

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We are pleased to announce the launch of the 2020 Diagrams of Education Systems which is part of the Education GPS's Analyse by country framework. These simple one-page colour-coded diagrams using the International Standard Classification of Education (ISCED) provide an overview of the institutional structures of 46 education systems and their major features. These diagrams permit users to compare countries' education systems, and can be saved for use in professional presentations and documents. All diagrams are available both in English and in the language of the country in question.

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Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions.

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This country policy profile on education in Greece is part of the Education Policy Outlook series. It offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade's worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also offers analysis of Greece’s system's initial responses to the COVID-19 crisis and provides insight into approaches to building greater responsiveness and resilience for the future.

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Across OECD countries, higher education graduates enjoy higher employment rates and earnings than workers with only an upper secondary qualification. However, not all graduates find jobs that make full use of their skills and help them launch rewarding careers, and employers in some economic sectors point to a lack of qualified graduates. Policy makers are concerned about the current alignment of higher education systems to labour markets, and are increasingly uneasy about the future of work and the resilience of higher education systems in uncertain economic times. This report, which focuses on four US states – Ohio, Texas, Virginia and Washington – is the third of a series of country-specific reviews conducted as part of the OECD project on the labour market relevance and outcomes of higher education. The report offers a comprehensive review of graduate outcomes and policies supporting alignment between higher education and the labour market in the four participating states in 2018-19, an overview of the US labour market and higher education context, and a range of policy examples from across OECD jurisdictions to help improve the alignment of higher education and the labour market.

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Saudi Arabia has embarked upon an unprecedented reform agenda known as Vision 2030, which aims to create a dynamic, diverse and sustainable economy. To meet the demands of a 21st century, knowledge-based labour market, Saudi Arabia must develop a highly-skilled population, which puts education at the centre of Vision 2030. This review, developed in co-operation with the Ministry of Education of Saudi Arabia, analyses the strengths and challenges of the country's education system and makes recommendations to help improve student learning. It will be of interest to policy makers in Saudi Arabia and international audiences who wish to learn about the country's ambitious reform efforts.

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The experience of children under age 3 with early childhood education and care (ECEC) is crucial for their learning, development and well-being and for parents’ return to work. Despite increasing recognition of the importance of ECEC for the youngest children, little is known about this sector.

The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is the first international survey that focuses on the ECEC workforce. It asks staff and leaders about themselves and their settings, including the practices they use with children and their views on the sector. This thematic report focusses on ECEC for children under age 3, an option of the Survey in which four countries (Denmark, Germany, Israel and Norway) participated. The report answers many questions that are important for parents, actors in the field, and policy makers.

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Today's education policies shape the path for individuals' greater resilience for tomorrow. So where do education systems stand today in terms of strengths, challenges and ongoing efforts, and how do they compare to other systems? The Education Policy Outlook country policy profiles offer a concise response, bringing together over a decade's worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. These latest country policy profiles on Czech Republic, Estonia, Finland, France, Germany, Ireland, Latvia, Norway, Portugal and Turkey also offer analysis of education systems' initial responses to the COVID-19 crisis.

Whether you want to know more about how a specific country's education system performs, understand how systems compare or gain insight into education policy developments over the last 12 years, the Education Policy Outlook country policy profiles are an excellent place to start!

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Investment in higher education in OECD countries has increased substantially over the last 20 years, as a result of higher enrolment, increasing costs, government priorities related to skills, and research and innovation. Faced with economic and fiscal challenges, public authorities across the OECD need now more than ever to make thoughtful decisions about how to mobilise, allocate and manage financial and human resources in higher education. Effective action on the part of governments requires knowledge of international trends and alternative policy approaches; evidence from research and policy evaluations; and the practical experience of peers in other countries. The OECD Higher Education Resources Project addresses these needs by providing an accessible international evidence base for policy makers in Resourcing Higher Education, and targeted system-specific analyses in upcoming policy briefs and national policy reviews.

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Teaching in the United Arab Emirates: 10 Lessons from TALIS was commissioned by the Crown Prince Court of Abu Dhabi as part of the OECD's input to Qudwa 2019. Its objective is to provide teachers in the UAE with practical guidance in areas identified as being relevant for them to help improve their practice. Such areas were identified through, the analysis of UAE data from the OECD's Teaching and Learning International Survey (TALIS) in 2018 and the Programme for International Student Assessment (PISA), and taking into consideration the unique context of the UAE's education system.

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The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries. This is one of six volumes that present the results of the PISA 2018 survey, the seventh round of the triennial assessment. Volume IV, Are Students Smart about Money?, examines 15-year-old students' understanding about money in the 20 countries and economies that participated in this optional assessment.

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Albania has made improvements in access to education and in raising learning outcomes over the last two decades, moving from one of the lowest performers in the Western Balkans to one of the fastest improvers. However, a large share of students in Albania continue to leave school without mastering basic competencies needed for work and life and disparities persist across population groups. This review, developed in co-operation with UNICEF, provides Albania with recommendations to help strengthen its evaluation and assessment system to focus on support for student learning. It will be of interest to Albania, as well as other countries looking to make more effective use of their evaluation and assessment system to improve quality and equity, and result in better outcomes for all students.

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On 28 April, Colombia formally became a member of the OECD, the 37th country to do so in the Organisation’s near 60-year history. To celebrate the occasion, we are pleased to provide you with access to the OECD’s substantial resources focusing on Colombia, including:

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