‘While schools will be gradually re-opening in China by mid-April, they’re closing around much of the rest of the world. How well are we prepared? OECD’s TALIS survey offers some insights,’ Andreas Schleicher, the organisation’s Director for Education and Skills, writes in his latest Teacher column.

'While people have different views on the role that digital technology can and should play in schools, we cannot ignore how digital tools have so fundamentally transformed the world outside of school,' OECD Director of Education and Skills Andreas Schleicher writes in his new column.

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.

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.

Raising the expected performance standard in each year of school and holding all teachers and students accountable for achieving these higher standards may not be the most effective way to improve levels of performance in Australian schools, Professor Geoff Masters AO writes in his latest Teacher column.

There are good reasons to rethink how we organise the school curriculum. An alternative would be to structure the curriculum as a sequence of proficiency levels unrelated to age or year level, according to Professor Geoff Masters AO.

It’s often asserted that some things can’t be measured, Professor Geoff Masters AO writes in his latest column. But how true is this? And if we can’t measure something, should we stop pretending we can teach or develop it?

'Too often in our schools, the time-bound curriculum does not deliver learning experiences matched to individuals’ present levels of achievement and learning needs,' Professor Geoff Masters AO writes in his latest Teacher column.

Online assessments are capable of providing significantly improved feedback to teaching and learning. Experience in schools is demonstrating the potential of online assessment – provided the foundations are right.

Traditional ways of thinking about learning, assessment and educational qualifications are being challenged. Professor Geoff Masters AO discusses the three challenges that a senior secondary school can expect to face.