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.

A commonly proposed strategy for raising achievement levels in schools is to specify high expectations or ‘standards’ of student performance and to hold students, teachers and schools accountable for achieving those standards. On the surface, it seems like an eminently sensible strategy. But is it?

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.

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.

A new series of research papers related to integrating science learning in the early years aims to help educators of children in preschool to Year 2 to incorporate the latest research into their teaching. In this podcast, we speak to the paper’s co-author Gayl O’Connor.

New research suggests that hands-on science mentor programs can be beneficial for high achieving senior secondary students in rural areas. In our latest reader submission, Louise Puslednik details the study findings.

ACER researchers Dr Amy Berry, Kellie Picker and Rachel Parker discuss some of the characteristics of playful learning at school, share examples of classroom practice, and explain how Australian teachers can contribute to our understanding of learning through play in the classroom.

A new report from the OECD explores the career aspirations of 15-year-olds from across the world. In this infographic, we look at the percentage of boys and girls expecting to work in one of the 10 most commonly cited jobs when they are 30 years old, and how their career choices have changed over time.