Improving educational opportunities has a far greater reach than just the benefits for that individual child. ‘This is particularly the case for educating girls and young women,’ Julia Gillard writes in her latest Teacher column.

‘The quality of an education system can never exceed the quality of its teachers.’ In his new column, OECD Director of Education and Skills Andreas Schleicher explores responses from TALIS 2018 where teachers around the globe share their views on the state of the teaching profession.

‘The reality is, teaching can be really tough, and teachers, more concerned with the health and wellbeing of their students, can often put their own wellbeing last,’ Julia Gillard writes in her latest Teacher column.

Most people would argue that children should feel safe at school. For some children, school is possibly the only place in which they feel safe. In her first column for 2019, Dr Sue Thomson explores student perceptions of school safety.

Dr Sue Thomson explores how the COVID-19 crisis has propelled schools to an online learning environment, and draws on data from the OECD’s 2018 Programme for International Student Assessment (PISA) and 2018 Teaching and Learning International Survey (TALIS) to shed light on students’, teachers’ and schools’ preparedness for the ‘new normal’.

‘A quality education always starts with a great teacher’. In her final column of the year, Julia Gillard shares details of some of the programs aimed at improving the recruitment, training and support of teachers in developing nations.

In his final Teacher column of the year, OECD Director of Education and Skills Andreas Schleicher argues the biggest risk to schooling today isn’t its inefficiency, but that our way of schooling is losing its purpose and relevance.

Professor Geoff Masters AO has been saying recently that the Gonski 2.0 recommendations may provide our best hope of reversing the long-term decline in the reading, mathematics and science levels of Australian 15-year-olds. Why does he say this? Find out more in his latest Teacher column.

Dr Sue Thomson addresses three broad areas that may hold females back from participation in STEM subjects in school and in entering these careers, providing teachers with the knowledge to address the underlying issues.

Much discussion of evidence-based teaching is based on a narrow definition that would benefit from a broader recognition of the role of evidence in teaching and learning, Professor Geoff Masters AO writes in his latest Teacher column.