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.

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.

In his new Teacher column, OECD Director of Education and Skills Andreas Schleicher outlines several strategies for elevating the teaching profession, including strengthening professional autonomy, trust and the collaborative culture.

There are still many children who live in a world where even the most basic of school infrastructure does not exist. In her latest column, Julia Gillard shares how the Global Partnership for Education is helping to get infrastructure and supplies to schools in conflict-affected countries – from classroom furniture in Yemen to handwashing stations in Sierra Leone.

One of the main resources in schools is teachers, and in this column Dr Sue Thomson looks at the provision of teachers to advantaged and disadvantaged students in Australia.

'Reading is much more than a tool for education or work.' What do Year 4 students think about reading? Is it fun? Do they think they learn anything? Dr Sue Thomson explores these questions in her first Teacher column.

Equity in education is often viewed as equivalence or sameness. A more useful way to view equity is through the lens of ‘fairness’, Professor Geoff Masters AO writes in his new Teacher column.

This year, for the first time, the Programme for International Student Assessment (PISA) will assess global competence. In his latest Teacher column, OECD Director for Education and Skills Andreas Schleicher discusses what the assessment entails.

The increasing number of children enrolled into primary schools globally show there is great progress being made to improve the quality of education, Julia Gillard writes. Despite these achievements, there is still one group being left behind from all this progress: children with disabilities.