Is there a ‘best’ way to establish the levels of knowledge, understanding and skill that students have attained in a subject by the end of Year 12?

By the turn of the century, the observation had been made in many countries that substantial increases in expenditure on schools had failed to deliver measurable improvements in student performance. But just how effective are incentives as an improvement strategy?

Andreas Schleicher says the road to education technology reform is littered with good ideas that are poorly executed, and explains why educators need to be involved in innovation.

Ongoing improvements in educational performance in Australian schools depend on continual improvements in the quality of classroom teaching.

In his final Teacher column of the year Andreas Schleicher, OECD Director for Education and Skills, shares his key takeaways from this month’s Forum for World Education in Paris.

Success in schools may best be achieved not by pursuing it directly, but as a ‘side-effect’ of an unwavering dedication to the larger educational purpose, writes Professor Geoff Masters AO.

In his first Teacher column of 2017, OECD Director of Education and Skills Andreas Schleicher debunks some of the myths about what makes a successful education system.

In her first column of the year, Julia Gillard discusses a new national mental health initiative from Beyond Blue. The program spans mental health promotion, prevention, early intervention and also provides a critical incident response service in the event of a suicide.

It’s important to keep in mind that there are three central uses of data in school education. Professor Geoff Masters AO discusses.

A regular school day for a school girl in Malawi looks vastly different to what her peers experience in Australia, as Julia Gillard witnessed firsthand during a trip to south-east Africa.