>> The State of School Education: One Year into the COVID Pandemic

Published on 1 April 2021 In 2020, 1.5 billion students in 188 countries/economies were locked out of their schools. Students everywhere have been faced with schools that are open one day and closed the next, causing massive disruption to their learning. With the coronavirus (COVID-19) pandemic still raging, many education systems are still struggling, and the situation is constantly evolving. The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and collecting data on how each system is responding to the crisis, from school closures and remote learning, to teacher vaccination and gradual returns to in-class instruction.
This report presents the preliminary findings from this survey, providing a snapshot of the situation one year into the COVID crisis.

>> Further Links The state of school education: one year into the COVID pandemic OECD iLibrary Tackling coronavirus

>> Positive, High-achieving Students? What Schools and Teachers Can Do

Published on 2 February 2021 The work of teachers matters in many different ways. Not only do they provide students with the knowledge and skills needed to thrive in the labour market, but they also help develop the social-emotional skills that are vital for students’ personal development and for their active citizenship. But how do teachers best achieve this? By linking 2018 data from the Teaching and Learning International Survey (TALIS) with evidence from the Programme for International Student Assessment (PISA) – known as the TALIS-PISA link – this report aims to identify the teacher and school factors that matter most for student achievement and social-emotional development. The report uses a data-driven approach – based on machine learning and standard regression analyses – to identify the dimensions that are most strongly linked with student outcomes, and then combines this with a careful review of theory and previous research to analyse and interpret the findings. These findings provide a rich illustration of the many ways in which teachers and school leaders might influence the success of their students, acting as a tool for educators to reflect upon their own practice. Finally, the report offers several directions for education policy.

>> Further Links Review Policies: Learning time & Disciplinary climate TALIS - The OECD Teaching and Learning International Survey Teaching in Focus PISA - The OECD Programme for International Student Assessment PISA in Focus OECD iLibrary

>> Lessons for Education from COVID-19: A Policymaker’s Handbook for More Resilient Systems

>> Education in the Western Balkans: Findings from PISA

>> Building a High-Quality Early Childhood Education and Care Workforce: Further Results from the Starting Strong Survey 2018

>> What Students Learn Matters: Towards a 21st Century Curriculum

>> Curriculum Overload: A Way Forward

>> Global Teaching InSights: A Video Study of Teaching

>> Benchmarking the Performance of China's Education System

>> PISA 2018 Results (Volume VI): Are Students Ready to Thrive in an Interconnected World?

>> Promoting Education Decision Makers' Use of Evidence in Austria

>> Education Policy Outlook Country Policy Profile: Denmark

>> Education in the Digital Age: Healthy and Happy Children

>> Achieving the New Curriculum for Wales

>> PISA 2018 Results (Volume V): Effective Policies, Successful Schools

>> Back to the Future of Education: Four OECD Scenarios for Schooling

>> 2020 Diagrams of Education Systems

>> Education at a Glance 2020: OECD Indicators


Chart of the month: Building a High-Quality ECEC Workforce: Further Results from the Starting Strong Survey 2018

More: TALIS 2018: Starting Strong Survey   Source: Starting Strong 2018