International

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.

This year’s winner of the $1 million Global Teacher Prize has just been announced. Here we celebrate the achievements of the other nine educators who made the final 10 – selected from more than 30 000 nominations and applications from 173 countries.

An arts and textiles teacher from the UK who learned the basics of 35 different languages to better connect with her students has been named winner of the 2018 Global Teacher Prize. Andria Zafirakou from Alperton Community School received US $1 million for her outstanding contribution.

Parents in Australia say teacher quality is the most important factor when choosing a school for their child, and if their school had extra cash most would choose to spend it on more teachers or better pay for existing teachers, followed by more support staff.

This year, France will be enforcing a total ban on mobile phone usage in primary and middle schools across the country. In today’s article, we talk to two schools in Australia with differing policies.

‘… teachers talked about how they can prepare today’s students for their future, rather than for our past.’ Teacher columnist Andreas Schleicher shares details of discussions from the recent Qudwa Global Teachers’ Forum, which brought together 800 educators.

The OECD has collected data on student lateness from school systems in countries and economies around the world. Today’s infographic looks at some of the results.

Findings from an evaluation of upper primary and middle school students’ science inquiry skills suggest there is room for improvement in implementing an inquiry-based teaching approach, at least in terms of students’ abilities to undertake scientific inquiry.

New research has found learning in nature has a significant positive impact on engagement back in the classroom, with educators able to teach for almost twice as long without having to pause and redirect students’ attention.