In his first quarterly column for Teacher, Andreas Schleicher, Director of the OECD's Directorate for Education and Skills explores the long-term consequences of students’ poor performance and how this could lead to further disengagement from school.

There is a well-established way of thinking about schooling. But is there another way? Professor Geoff Masters AO discusses.

One of the biggest challenges we face in school education is to identify and develop the knowledge, skills and attributes required for life and work in the 21st Century, writes Professor Geoff Masters AO.

Real reform and significant progress in improving the quality and equity of Australian schooling depend on tackling our deepest and most stubborn educational challenges, writes Professor Geoff Masters AO.

It’s a popular idea – educational assessments are either ‘summative’ assessments of learning or ‘formative’ assessments for learning. But just how fundamental is this distinction? And is it truly useful?

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?

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.

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.