OECD Education Podcast: Recent Episodes
OECD Education & Skills
Everything you need to know about teaching and learning in one podcast. Top Class, the OECD Education Podcast, interviews leading educators, researchers and policy experts about the big issues facing education systems around the world.
Disclaimer: The opinions expressed and arguments employed on the "TopClass" podcast and the recordings contained therein do not necessarily represent the official views of the OECD, its member countries, or non-members who have participated in any related work. This site may display third party videos or recordings. The inclusion of such videos or recordings does not imply any endorsement of, or responsibility for, the opinions, ideas, or information presented in these videos. The "TopClass" podcast is subject to the Disclaimers section of the General Terms and Conditions of the OECD website. http://www.oecd.org/termsandconditions/
What makes a fair exam? It’s a question that has grown in significance as upper secondary certificates play an ever more pivotal role in students’ lives. They are a passport to higher education, training and employment at a time when institutions and employers are often choosing from larger pools of candidates than ever before.In this episode of Top Class, the OECD’s Chris Moore is joined by Ruth Johnson, Director of Assessment at Cambridge OCR, one of the United Kingdom’s leading exam boards. She discusses how to keep exams inclusive, why she believes they remain the fairest way of testing students’ abilities - and the challenges facing assessors in the age of artificial intelligence.Find out more in the OECD’s report The Theory and Practice of Upper Secondary Certification: https://www.oecd.org/en/publications/the-theory-and-practice-of-upper-secondary-certification_b3fea5ba-en.html
What makes a great teacher? Beyond subject expertise, effective teaching depends on a strong understanding of how students learn, what motivates them and how to create classrooms where every learner can thrive. A new OECD report reveals significant differences between countries in teachers’ general pedagogical knowledge - the knowledge that helps teachers explain concepts clearly, anticipate misconceptions, engage students and support learning at a high level. The OECD’s Teacher Knowledge Survey explores what teachers know about learning itself and why these skills are so closely linked to student success. In this episode of Top Class, OECD Editor Duncan Crawford speaks with Linda Darling-Hammond, Chief Knowledge Officer at the Learning Policy Institute, and Heewoon Bae, OECD policy analyst, about the survey’s findings and what policymakers can do to strengthen teacher knowledge and improve outcomes for students.Read the Teacher Knowledge Survey here: https://www.oecd.org/en/publications/results-from-the-teacher-knowledge-survey_5542e88a-en.html
What does it take to lead one of the world’s highest-performing education systems? In this episode of Top Class, OECD Editor Duncan Crawford speaks with Estonia’s Minister of Education and Research, Kristina Kallas. Drawing on Estonia’s experience with digital learning, teacher professionalism and long-term student well-being, Kallas reflects on the pressures facing education leaders today, including rapid technological change and teacher shortages. The conversation also explores how Estonia has sustained strong outcomes over time, which lessons may (and may not) translate to other countries and the recent International Summit on the Teaching Profession, which was held in Tallinn.You can find the OECD’s latest publication for the International Summit on the Teaching Profession – Reimagining Teaching in an Accelerating World – here: https://www.oecd.org/en/publications/international-summit-on-the-teaching-profession_23127090.html
Working with young children can be a tough job, so what can be done to ensure staff want to stay in their jobs? This episode of Top Class delves into the world of creches, kindergartens and nurseries. While most early childhood education and care staff report high job satisfaction, around half don’t feel valued by society, according to the OECD’s TALIS Starting Strong survey. OECD Editor Duncan Crawford is joined by two experts to discuss workplace conditions, societal recognition and the policies that can strengthen staff retention in the sector. •Elizabeth Shuey, OECD analyst and co-author of the Starting Strong survey•Anne-Marie Brooks, Assistant Secretary at Ireland’s Department of Children, Disability and EqualityYou can learn more insights about this subject by viewing the OECD’s Insights and Interpretations brochure: https://www.oecd.org/content/dam/oecd/en/publications/support-materials/2025/12/results-from-talis-starting-strong-2024_763cbc56/talis3s2024-insights-interpretations.pdfAnd check out the full TALIS Starting Strong survey results here: https://www.oecd.org/en/publications/results-from-talis-starting-strong-2024_20af08c0-en.html
Can alternative pathways into teaching help tackle teacher shortages and strengthen the profession? With traditional teacher preparation programmes struggling to keep pace with demand in some countries, especially in underserved areas, some are turning to non-traditional routes to attract new talent. Drawing on insights from the OECD paper Alternative Pathways into Teaching: Broadening Access and Expanding Diversity, this episode of Top Class takes a close look at one model - Nexus, an Australian programme that allows participants to earn a teaching qualification while working in schools. Professors Joanna Barbousas and Miriam Tanti from La Trobe University in Melbourne, who work on the Nexus programme, as well as Barbara O’Brien, Principal of Greater Shepparton Secondary College in Victoria, who has welcomed Nexus trainee teachers into her school, explain how alternative pathways work in practice and why others should consider them.
Generative Artificial Intelligence is rapidly emerging as one of the most debated forces in education today. Tools such as ChatGPT and Claude are widely predicted to reshape how students learn and how teachers teach. Advocates argue that GenAI could democratise access to high quality education, offering personalised learning at scale while reducing administrative burdens for educators. Critics warn of significant risks, from undermining student learning to eroding teacher autonomy.In this episode of Top Class, we explore the latest emerging evidence shared in the OECD’s Digital Education Outlook 2026. Senior OECD Analyst Stéphan Vincent Lancrin speaks to OECD Editor Duncan Crawford about the latest research, the potential and the risks of GenAI, and what this means for the future of teaching and learning.
Nine in ten teachers are satisfied with their jobs, yet one in five report a lot of stress. Just two of the findings from the new OECD TALIS report, the largest survey of teachers and school leaders in the world.TALIS captured the perspectives of 280,000 teachers across over 50 education systems. In this episode of Top Class, OECD project manager Ruochen Li, who led the TALIS team, and Antonia Wulff, Director of Research, Policy and Advocacy at Education International, tell the OECD’s Duncan Crawford about the findings.
A new OECD report reveals that nearly 40% of 15-year-olds are uncertain about their future careers. Alarmingly, only one in three students has attended a job fair or completed an internship, and over 20% hold unrealistic job aspirations. These findings come from The State of Global Teenage Career Preparation, a comprehensive look at how well young people are being equipped for the world of work. In this episode of Top Class, OECD Editor Duncan Crawford speaks with the report’s lead author, Anthony Mann, to unpack the data and explore what needs to change.You can read the full report here: https://www.oecd.org/en/publications/the-state-of-global-teenage-career-preparation_d5f8e3f2-en.html
More people are getting degrees than ever before, but family background has a big influence on whether people pursue university or another form of tertiary education. That’s one of the key findings of this year’s OECD report Education at a Glance. The report is the authoritative source of information on the state of education worldwide, with data on the structure, financing and performance of education systems across OECD countries and partner economies. In this edition of Top Class, the OECD’s Director for Education and Skills Andreas Schleicher speaks to OECD Editor Duncan Crawford about the main findings.
Despite Russia’s war of aggression, Ukraine is rewriting the future of its education system. The New Ukrainian School reform programme is a bold initiative to move away from Soviet-era style schooling and to instead embrace a more modern, student-centred approach. It was launched in 2016, two years after Ukraine's pro-Russian president Viktor Yanukovych was ousted after months of mass demonstrations. In this episode of Top Class, former Minister of Education and Science Liliia Hrynevych (2016–2019) joins OECD Editor Duncan Crawford to discuss Ukraine's reform journey. She talks about the country's ambitions, the challenges and why even amidst conflict, Ukraine remains committed to transforming how it teaches the next generation.
How to improve Ukraine’s education system during a time of war was the main topic of discussion at an education festival in the western Ukrainian city of Lviv last month. More than 2,000 Ukrainian teachers gathered for the Teachers of the Future 2025 festival to discuss efforts to reshape schools across the country. Despite Russia’s ongoing war of aggression, Ukrainian policymakers are pushing forward with reforms to tailor learning for all students so they can fulfil their full potential. The New Ukrainian School reforms, launched in 2016, focus on developing key life competencies, empowering teachers and fostering critical thinking and creativity in pupils. In this episode of Top Class, the OECD’s Duncan Crawford spoke to policymakers, teachers and students at the festival about the impact of the reforms.
Employers are struggling to find skilled workers. How can we fix the job skills gap? Apprenticeships are touted as one possible solution. They combine on-the-job training with classroom learning, allowing employers to recruit and train people to meet their skills needs. According to the OECD, there are huge opportunities for apprenticeships to expand into a wider range of sectors. But many countries are failing to take full advantage of them. In this episode of Top Class, Doug Walton, an Associate at research and consulting firm Abt Global, and Dr. Bryan Coyne from the Faculty of Business & Social Sciences at Atlantic Technological University in Sligo, Ireland, discuss how people and businesses can make the most of apprenticeships.Learn more by reading the latest research shared at the 2025 joint Cedefop-OECD symposium: New fields for apprenticeship: https://www.cedefop.europa.eu/en/events/2025-joint-cedefop-oecd-symposium-new-fields-apprenticeship
The early years of a child's life are crucial for their development. Falling behind early can mean never catching up. How can countries ensure lasting benefits from early childhood education and care? In this episode of Top Class, Stephanie Jones, the Gerald S. Lesser Professor in Early Child Development at Harvard University, and Professor Henrik Zachrisson from Centre for Research and Equality in Education at Oslo University, discuss with OECD Editor Duncan Crawford ideas to ensure that all young children get lasting benefits from early education.
How can you help disengaged teenagers rediscover their passion for learning? In this episode of Top Class, Rebecca Winthrop, a Senior Fellow and Director of the Center for Universal Education at the Brookings Institution, discusses ideas from the new book she has co-authored called ‘The Disengaged Teen: Helping Kids Learn Better, Feel Better, and Live Better’ with OECD’s Director for Education and Skills Andreas Schleicher. Whether you’re a parent, teacher or simply interested in the topic, this episode outlines practical strategies and policies to make education engaging and relevant.
Wildfires raging in Los Angeles have destroyed thousands of homes and forced the closure of hundreds of schools. As communities try to rebuild following the destruction, including the burning down of schools, what can teachers do to support students? In this episode of Top Class, Developmental-Behavioural Paediatrician David Schonfeld, Director of the National Center for School Crisis and Bereavement at Children’s Hospital Los Angeles, speaks to OECD Editor Duncan Crawford about the critical role educators play during times of crisis. The National Center for School Crisis and Bereavement helps children and communities deal with trauma and grief. You can learn more about it here https://www.schoolcrisiscenter.org/Learn more about the OECD’s work on well-being here https://www.oecd.org/en/publications/teachers-well-being_c36fc9d3-en.html
As technologies transform businesses, what critical skills are needed to succeed in the workforce of the future? With artificial intelligence, the green transition, globalisation and much more all impacting the world of work, there is an urgent need for policymakers, educators and businesses to respond. In this episode of Top Class, we explore what needs to happen to ensure people can develop the right skills to prosper in the years ahead. Stefano Scarpetta, the OECD’s Director of Employment, Labour and Social Affairs, and the Chief Economist at LinkedIn, Karin Kimbrough, tell OECD Editor Duncan Crawford how people can adapt and upskill to ensure they don’t get left behind.Want to learn more about taking a skills first approach? Read: https://oecdedutoday.com/unfilled-job-vacancies-a-skills-first-approach-can-help/Want to learn more about the OECD Survey of Adult Skills? Read our Insights and Interpretations brochure: https://www.oecd.org/content/dam/oecd/en/publications/support-materials/2024/12/survey-of-adult-skills-2023_1ab54c9e/PIAAC2024_InsightsInterpretations_FULL.pdf
Over the past decade, literacy and numeracy skills among adults have largely declined or stagnated in most OECD countries. This is the main finding from the second OECD Survey of Adult Skills, a once-in-a-decade assessment that measured the skills of adults across 31 countries and economies. Despite efforts to strengthen education and adult training systems, only Finland and Denmark have seen significant improvements in adult literacy skills. However, adults performed better in the numeracy proficiency test, with eight countries seeing their average scores improve. In this episode of Top Class, the OECD’s Director for Education and Skills, Andreas Schleicher, tells OECD Editor Duncan Crawford why he is concerned about the findings.Learn more about the OECD Survey of Adult Skills here: https://www.oecd.org/en/publications/do-adults-have-the-skills-they-need-to-thrive-in-a-changing-world_b263dc5d-en.html
Every year, countless teachers face stress-related illnesses and burnout. While some manage to keep going, often at a reduced capacity, others leave the profession entirely. In this episode of Top Class, we explore how policymakers and schools can better support teacher well-being and create healthy working environments to ensure educators remain happy and healthy. The CEO of mental health and well-being charity Education Support Sinéad McBrearty and Pedro De Bruyckere, the head of Leerpunt in Flanders in Belgium, a knowledge broker in education, speak to OECD Editor Duncan Crawford about practical strategies to create sustainable and supportive environments for teachers.Teachers in the UK can get mental health and well-being support with Education Support: https://www.educationsupport.org.uk/Learn more about some of the OECD’s work in this area with the New Professional and the Future of Teaching Project: https://www.oecd.org/en/about/projects/new-professionalism-and-the-future-of-teaching.html
Why is there a persistent gender gap in Science, Technology, Engineering and Mathematics (STEM) subjects? Despite their growing importance for many future jobs, women make up only about a third of STEM graduates, with numbers dropping to as low as 20% in some OECD countries. This disparity is alarming to many policymakers, especially considering the lucrative and impactful careers STEM fields offer. In this episode of Top Class, Beatrice Boots, Director of the Dutch STEM Platform PTvT and Chair of the EU STEM Coalition, and Priscilla Wanjiku Gatonye, Program Officer for Inclusion and Youth at UNESCO’s International Centre for Technical and Vocational Education and Training, tell OECD Editor Duncan Crawford that increasing female participation in STEM subjects should be a priority.
Many countries are experiencing a growing skills gap – what can be done to address the issue? WorldSkills, the largest international skills competition, aims to help. Held every two years, it sees more than 1,400 talented young people compete in 62 different technical disciplines, from Cloud Computing and 3D Game Design to Plumbing and Floristry. The aim is to show off the importance of skills-based learning and to make technical and vocational professions more attractive to school leavers. The OECD is working with WorldSkills to ensure quality vocational schemes support the jobs of the future. OECD Editor Duncan Crawford travelled to Lyon to check out the contest.Learn more about the work of the OECD and WorldSkills here👉 bit.ly/4dcVxTqLearn more about the OECD’s new PISA-VET initiative here 👉 https://bit.ly/3uMb9wX
On average, science scores have been falling globally for over a decade. What can be done to improve the quality of science teaching? In this episode of Top Class, Nobel Prize winning physicist Carl Weiman, Professor Emeritus of Physics and Education at Stanford University, and Yidan Prize winner, tells OECD Editor Duncan Crawford that current science teaching techniques are often ineffective. He argues that traditional lectures need to be ditched in favour of more active learning methods.Learn more about global science scores in the latest PISA report here: https://www.oecd.org/en/publications/pisa-2022-results-volume-i_53f23881-en.htmlLearn more about The Yidan Prize here: yidanprize.org
Education budgets are huge. Public spending on schools, universities and other public and private educational institutions is around 5% of GDP across OECD countries on average. But is the money well spent? In this episode of Top Class, Economist Professor Eric Hanusek, the Paul and Jean Hanna Senior Fellow at the Hoover Institution, Stanford University, and Yidan Prize winner, tells OECD Editor Duncan Crawford that smarter spending would lead to considerably better learning outcomes and make societies better off. Learn more about public spending on education here: https://www.oecd.org/en/data/indicators/public-spending-on-education.htmlLearn more about The Yidan Prize here: https://yidanprize.org/
With some three-quarters of employers reporting difficulty in filling jobs, do traditional hiring methods need to change? As companies shift their focus from past job titles to specific skills, individuals are also rethinking how they present themselves to potential employers. In this episode of Top Class, Papia Debroy from non-profit Opportunity@Work and Dan McCabe, a 3D artist and WorldSkills Champion, tell OECD Editor Duncan Crawford that it is time to reconsider hiring practices. They argue that a skills-first approach benefits businesses and job seekers, and can lead to better job matches and career growth opportunities.Want to learn more about skills? Check out the OECD Centre for Skills: https://www.oecd.org/en/about/directorates/centre-for-skills.html
How do you create a classroom where students are actively creating, innovating and problem-solving? A part of the answer involves empowering teachers with the tools and training they need to help students be more creative. But what does that involve? In this episode of Top Class, OECD Editor Duncan Crawford speaks to US Primary School Teacher Billie Freeland and Jennifer Mansfield, Senior Lecturer in Science Teacher Education at Monash University in Australia, about how to rethink teacher training so that teachers are better prepared to foster creativity in students.
Do smartphones help support learning in classrooms or are they a distraction that harms education? A growing number of governments have implemented restrictions on the use of smartphones in schools. Even without nationwide bans, many schools collect phones at the start of the day or insist on children keeping them in lockers during lesson time. Are the bans justified? In this episode of Top Class, OECD Editor Duncan Crawford speaks to two educators on opposing sides of the debate: Matt Miles, an American teacher and co-author of “Screen Schooled: Two Veteran Teachers Expose How Technology Overuse Is Making Our Kids Dumber” and Damian Maher, a senior lecturer from University of Technology Sydney, who backs the use of smartphones in schools.
Bullying is an urgent issue in many schools and crucial steps need to be taken to address it. In this episode of Top Class, Professor James O’Higgins Norman, the UNESCO Chair on Bullying and Cyberbullying, highlights a common but flawed response from teachers: “I haven’t seen it therefore it doesn’t exist.” What can schools and policymakers do to ensure bullying is tackled effectively, including extreme forms of bullying such as violent attacks? Professor O’Higgins Norman, who is based at Dublin City University where he is also Director of the DCU Anti-Bullying Centre, tells the OECD’s Duncan Crawford about the best practices and techniques to combat bullying and support victims.
As artificial intelligence integrates into the world of education, how can we ensure it supports effective learning in the classroom? AI learning bots and other AI tools are increasingly being used by students and teachers, but not every agrees this is a good thing. While supporters champion AI as a transformative force that improves personalised learning and efficiency, sceptics are concerned about the erosion of critical thinking skills, the potential for algorithmic biases and privacy issues. In this episode of Top Class, Adeel Khan, Founder of MagicSchool AI, and Associate Professor at University College London, Wayne Holmes, speak to OECD Editor Duncan Crawford about the potential benefits and risks of AI, and the balance between technological progress and educational integrity.
Attention-Deficit Hyperactivity Disorder, commonly known as ADHD, is a growing concern for many policymakers around the world. It affects approximately 5% to 10% of children globally and can influence how they learn and behave, including through hyperactive and impulsive behaviour. In this episode of Top Class, Sam Pittis, a British radio presenter who was diagnosed with ADHD and hosts the podcast “You're Wrong About ADHD”, discusses how to navigate ADHD in schools with OECD Editor Duncan Crawford, alongside OECD analyst Cecelia Mezzanotte, who has worked extensively on how to support children with ADHD.
Sola Mahfouz was pulled out of school in Afghanistan at the age of 11 after a group of men threatened her safety if she continued studying. After years with no education, she began to secretly teach herself through online classes. Against the odds, Sola later passed a college entry test, travelled to the US to study and is now a quantum computing researcher at Tufts University. Writing under a pseudonym, she is also co-author of her memoir Defiant Dreams: The Journey of an Afghan Girl Who Risked Everything for an Education. In this episode of Top Class, she tells OECD Editor Duncan Crawford her remarkable story and reflects on life with the Taliban.
While some countries have maintained or improved performance in maths and reading, many countries across the globe have seen large drops in educational performance, according to the latest Programme for International Student Assessment (PISA) results. Almost 700,000 15-year old students from 81 countries and economies took the PISA test in maths, reading and science in 2022. Why have there been such large drops in performance? In this episode of Top Class, OECD Director for Education and Skills Andreas Schleicher speaks to OECD Editor Duncan Crawford about the findings and what they mean for global education
Sal Khan is the founder and CEO of Khan Academy, a non-profit which aims to provide free, world-class education for everyone. His organisation has developed an AI tutor and teaching assistant that he believes will transform global education for the better. Is he right? In this edition of Top Class, OECD Editor Duncan Crawford explores the far-reaching implications that thinking and learning machines pose for students, teachers and society as a whole.
On a daily basis, academic studies, reports and news tell us that the Earth’s ecosystem is in danger. But are schools doing enough to help raise awareness about climate change? OECD PISA test results show that schools play a central role in educating kids about environmental issues. In 2018, about 90 percent of school principals across the OECD reported that climate change and global warming were covered in the school curriculum. However, Matthew Pye, a philosophy teacher and founder of The Climate Academy, argues that schools and teachers need to be doing much more. In this episode of Top Class, he tells the OECD’s Duncan Crawford that schools should have a far greater focus on climate education.
Rapid developments in technology and society mean education is constantly on the move. These developments are having a profound effect on both students and teachers. So what should the teaching profession look like in the future?
In this Top Class podcast, Professor A Lin Goodwin from the Lynch School of Education and Human Development at Boston College and Marco Snoek, Professor of Teacher Development and School Innovation at Amsterdam’s University of Applied Sciences, speak to OECD Editor Duncan Crawford about their visions for the future.
You can read more about the OECD’s work on teacher professionalism here: https://www.oecd.org/education/ceri/new-professionalism-future-of-teaching.htm
Russia’s war of aggression against Ukraine has led to the destruction of much of the country’s education system. Thousands of schools and universities have been damaged or destroyed, with teachers, students and parents killed in Russian attacks. With the education of millions of children interrupted, how should policymakers, schools and teachers respond? This episode of Top Class explores how to support the education of Ukrainian children, both inside and outside the country. Frederik Smets, an Education Officer at the UN Refugee Agency’s Regional Bureau for Europe, talks to OECD Editor Duncan Crawford about the challenges children and teachers face and what can be done to help.
The OECD is working to support Ukraine’s agenda for reform, recovery and reconstruction. This report looks at how other countries’ educational experiences can support Ukraine’s plans to remodel its education system: https://www.oecd.org/education/Lessons-during-Crisis.pdf
You can read more about the OECD’s work to support Ukraine here: https://www.oecd.org/ukraine-hub/en/
US National Teacher of the Year Rebecka Mozdeh gives her tips on how to run a classroom to OECD's Dunca Crawford.
In a world of tablets, smartphones and AI – how exposed should young children be to digital technologies? This episode of Top Class explores the latest research on the use of digital tech in creches, nurseries and kindergartens. OECD policy analyst Carlos González-Sancho tells OECD editor Duncan Crawford about the findings of the OECD report “Empowering Young Children in the Digital Age” and answers many questions, including:
✅ Should 2-6 year olds be allowed to use digital tech? ✅ How much screen time is OK? ✅ What are the key dangers of digital technologies? ✅ How can digital tech improve early childhood education? ✅ What are the potential benefits to careers and teachers?
Read the report here: https://www.oecd.org/publications/empowering-young-children-in-the-digital-age-50967622-en.htm
children #digitaltechnologies #technology #creche #nursery #kindergarten #education #childhood
🎧 Top Class
Micro-credentials are bite-sized qualifications designed to help people demonstrate they have certain skills or experience.
Dr Monique Ositelu from data consultancy firm Itàn & Shizuka Kato, Education Policy Analyst at the OECD explain why they’re becoming more popular.
‘A focus on social & emotional skills is fundamentally about high quality teaching’Professor Stephanie Jones from Harvard Graduate School of Education (HGSE) talks to Duncan Crawford, Senior Content Manager at the OECD, about the challenges to teaching these skills, practical tips and Sesame Street.
On this OECD Education and Skills podcast Professor Patrick Newell from Shizenkan University joins Duncan Crawford, Senior Content Manager of the OECD's Education and Skills Directorate, to discuss how learning in schools could drastically change in the future.
On the latest Top Class podcast 🎧, OECD's Education Senior Editor Duncan Crawford is joined by John McLaughlin, President & CEO of Atlantic Education International, to discuss educational challenges in Canada, teachers under pressure, and how to ensure all children get an equal chance to succeed at school.
Cyberbullying is a growing problem worldwide and has serious consequences for students. It can take place on social media, gaming platforms and mobile phones, and often involves scaring, angering or shaming an individual or group. The experience can be incredibly traumatic for young people, who sometimes feel that escaping from it is impossible. It can also have academic consequences, with OECD data suggesting that students who are regularly bullied score lower on reading tests. As digital technologies radically change the way young people interact, communicate and get information, the OECD’s Education and Skills Directorate has released a working paper, Cyberbullying: An overview of research and policy in OECD countries, outlining ways to deal with the issue. The author, OECD analyst Francesca Gottschalk, and Christina Salmivalli, professor of psychology at the University of Turku in Finland, discuss what can be done.Host: Clara YoungProducer: Stephen Flynn
From the autumn of 2019 till the pandemic shutdowns, schoolchildren in the millions marched to save Earth from irreparable climate crisis. Calling on world leaders to keep the planet’s temperature rise below 1.5°C by cutting carbon emissions, teens organised an unprecedented scale of climate strikes around the globe. And they are still going. Evidence from PISA 2018 bears out Generation Z’s environmental commitment: more than 2/3 of 15-year-olds in every country and economy feel they need to take care of our planet. How do schools help students build on this momentum? Anuna de Wever was one of the founders of the youth climate strike movement in Belgium. She is now a trade policy officer at the European NGO, Climate Action Network.Host: Clara YoungProducer: Stephen Flynn
The uproar over the 2021 Revision of the California Mathematics Framework shows us how passionate people are about mathematics – and how we learn it. For many, however, math arouses not so much passion as fear, even, loathing. But does it have to be this way? Jo Boaler is a professor of mathematics education at Stanford University. She is the author of nine books on mathematics learning, including Limitless Mind: Learn, Lead and Live Without Barriers. In 2013, Boaler taught the first-ever Massive Online Open Course on mathematics education for Stanford University, called "How to Learn Math". Jo Boaler is an advisor to the PISA team at the OECD and one of the authors of the 2021 Revision of the California Mathematics Framework, which is an advisory for kindergarten-to-Grade 12 maths education in California. Hosted by Clara Young and produced by Stephen Flynn.
There’s a gaping hole in the global education budget and it’s 200 billion US dollars deep. Yearly. Part of the problem has to do with taxes: Many developing countries raise less than 20% of their GDP in tax revenues and out of this, education should take up between 4 to 6% of GDP. That’s a tall order in deficitary times. Michael Ward, OECD Senior Analyst specialising in global educational development issues and Bert Brys, Senior Tax Economist at the OECD, walk us through efficient education spending and how to raise money for education through better taxing. Hosted by Clara Young and produced by Stephen Flynn.
Sometimes the road to doing well at school goes through surprising places, like hip hop. In 2015, the Lycée Turgot in Paris pioneered a programme for 15- to 18-year-olds that combines regular academic classes with hip hop dance. The brainchild of teacher David Bérillon, Hip Hop Turgot now has students from all over the country, as well as the city’s less privileged catchment areas. Diversity is just as important as dancing in this small programme, along with academic excellence, and the social-emotional qualities of determination, social ease, self-confidence, and the belief that one can always do better – whether at break battles, math class, or in life. The OECD’s international Survey on Social and Emotional Skills tells us that students who think of themselves as highly creative also report high levels of intellectual curiosity and persistence. At this school, dance is the key to unlocking those qualities. Hip Hop Turgot is the subject of a documentary, Allons enfants. Pascale Guy, who is an English teacher at Lycée Turgot, is one of the main teachers involved in the programme. Hosted by Clara Young and produced by Stephen Flynn.
Never before has critical thinking been so…critical. With so much compromised information online, how do we know what’s opinion? What’s fact? And what’s disinformation? Education can teach us to ask questions, check sources, and understand how algorithms impact the information we’re getting. And, none of this needs to be taught in STEM-based computer science courses – digital media and algorithmic literacy can be cleverly integrated throughout the curriculum. Kara Brissin-Boivin is Director of Research at Mediasmarts, Canada's Centre for Digital and Media Literacy. And OECD analyst Jordan Hill is the author of a new working paper on digital media literacy. They discuss what 21st-century critical thinking should look like. Host: Clara Young Producer: Stephen Flynn
For many LGBTQI+ students, school can be a hostile place. Bullying and the social and emotional strain of not feeling part of the sexual and gender mainstream is tough, especially for teens. Can teachers, principals, students and governments come together for the well-being of LGBTQI+ students? Can schools be safe, and creatively and intellectually stimulating places where LGBTQI+ students can not only learn in peace but succeed beyond their wildest dreams? That is the goal. To celebrate Pride month, Jody McBrien discusses “The Inclusion of LGBTQI+ Students across Education Systems”. Jody McBrien is a professor in the School of International Global Studies at the University of South Florida and currently on secondment at the OECD as a Council on Foreign Relations Fellow.
When factual information comes under attack, societies head into Orwellian waters. OECD’s Andreas Schleicher and Molly Lesher discuss disinformation and other forms of “untruths” and how to get the measure of a tenacious and elusive phenomenon. Societies can tackle harmful information through citizen- and AI-driven fact-checking and content tagging. Platforms can boost transparency and collaborate with governments to tamp down fake news and synthetic media. But the best defence of all is educating people to question and check information for themselves. Because for contemporary democracy to survive and thrive, it needs digitally literate citizens.
Kim Kardashian has been apprenticing with two lawyers for the past few years to become a lawyer herself in California. Apprenticeships like Kardashian’s “reading law” and vocational education training are career pathways that not enough young people are considering when deciding on what to do after high school. And maybe they’re not thinking about what happens after graduation because schools aren’t getting them “career ready” enough. New analysis of national longitudinal datasets and 2018 Programme for International Student Assessment (PISA) data show that it’s good for job markets and young people’s life outcomes when students start thinking about their future early on. Specifically, students whose schools organised first-hand encounters with people from the work world can expect to experience less unemployment and a greater likelihood of better-paying and fulfilling careers. Anthony Mann, senior policy analyst in the OECD’s Education and Skills directorate, talks to us about career readiness, apprenticeships and vocational educational training. Host: Clara Young Producer: Ilse Pacheco Sánchez
After the immediate needs of food, medical and psychosocial care, and housing, comes education. According to the UNHCR and UNICEF, “education for refugee children is arguably the best means available to help them, here and now, and to transform their futures.” Estonia is one of the countries on the front line for refugees fleeing the war. We talk to Viivian Jõemets, Chief Expert at the Estonian Ministry of Education and Research, specialising in language learning and migration, and OECD analyst Lucie Cerna, specialising in education and refugees, about how to best continue schooling and vocational training for refugee children and teenagers. Host: Clara Young Producer: Ilse Sánchez Pacheco
Estonia was the top performing European country in PISA 2018 in reading, math and science. And it’s done this with an education budget that is 30 % lower than the OECD average. Does digital strategy have something to do with Estonia’s success story? Estonia’s Ambassador-at-large for education, Birgit Lao, explains. Host: Clara Young; Producer: Ilse Sánchez Pacheco
Iceland has topped global charts on gender equality for nearly a decade. One of the country’s more radical approaches to breaking gender stereotypes is a school method called Hjalli. Margrét Pála Ólafsdóttir opened the first Hjalli pre-school in 1989. Here, children play with open-ended toys, wear school uniforms and use gender-neutral learning materials. More unusually, girls and boys have separate classes throughout most of the day. In 2006, Margrét Pála Ólafsdóttir received The Knight’s Cross of the Icelandic Order of the Falcon from the President of Iceland for innovation in education. She tell us what she thinks it takes to undo children’s gender biases. Host: Clara Young; Producer: Ilse Sánchez Pacheco
“Why is the sky blue?” “Why do people get sick?” “Why aren’t there any more dinosaurs?” Sometimes it feels like children never stop asking questions. And they shouldn’t. A recent OECD International Early Learning and Child Wellbeing study shows that children who are curious have stronger language and number skills, and better self-control. So how do we keep students curious and creative even after they’ve outgrown kindergarten? Rowena Phair, senior analyst at the OECD, and Mitch Resnick, Professor of Learning Research at the MIT Media Lab, discuss. Host: Clara Young; Producer: Ilse Sánchez Pacheco
People who graduate from university have on average better health, better life expectancy, and better earnings than those who don’t. But many students just can’t afford higher education, especially in countries where there’s less public money going into grants, bursaries and tuition waivers. With higher education budgets possibly tightening, where will the money come from? Lorraine Dearden, Professor of Economics and Social Statistics in the Social Research Institute at University College London talks about how student loans are handled in a number of countries and why, just like free lunches, there’s no such thing as free tuition. Host: Clara Young, Editors: Taline Shahinian & Ilse Sánchez Pacheco
In the OECD’s PISA survey of 66 countries in 2018, 88% of high-school principals reported that climate change was covered in their school’s curriculum. But it was Italy that was the first country in the world to make climate change coursework mandatory in all public schools. As Italy’s Minister of Education, University and Research in 2019, Lorenzo Fioramonti drove Italy’s climate education reform. Nita Seng is a middle-school math and science teacher in the United States and co-director of Subject to Climate. She gives us the teacher’s point of view on reforming school curricula to integrate climate education. Host: Clara Young, Producer: Taline Shahinian.
Learn more about the OECD's Global Teaching Insights work on climate action here: bit.ly/GTIclimate
Are schools teaching students enough about climate change? And are they empowering them to do something about it? In PISA 2018, an average of 88% of high-school principals in 66 countries reported that climate change was covered in the school curriculum. But maybe this needs to come earlier. We hear from Shreya KC, 23, from Solukhumbu, Nepal. Shreya was a delegate at COP25 in Madrid, Spain in 2019, an organiser of the Mock Cop initiative in 2020, and is currently the National Network Coordinator for Nepalese Youth for Climate Action. Also in this podcast is Eleanor May, 18, from Ivybridge, England. Eleanor is a campaigner for the UK’s Teach the Future, a movement by secondary and tertiary education students to improve climate change education in the UK. Host: Clara Young, Producer: Taline Shahinian.
Alperton Community School is in one of London’s lowest-income areas, Brent. Almost half of the children there live below the poverty line. And yet this secondary school is in the top 1-5% of the country in terms of qualifications and accreditations. What’s Alperton’s secret sauce? Well, to start with, its teachers. Andria Zafirakou teaches arts and textiles at Alperton. In 2018, she won the Varkey Foundation Global Teacher prize – what is essentially the Nobel prize in teaching. Host: Clara Young; Producer: Taline Shahinian.
Children have probably spent more time online this year than they ever have before. Which is why the OECD’s newly adopted Recommendation on Children in the Digital Environment comes right in time. How much do children know about the privacy of their data? Or how to tell the difference between good and bad information? How do we deal with cyberbullying and hate content? Elizabeth Milovidov is an expert on digital parenting and children’s digital rights at the Council of Europe. Tracey Burns is a senior analyst at the OECD Directorate for Education and Skills. She consulted on the OECD’s Recommendation on Children in the Digital Environment. It sets out the principles of a safe digital environment for children. Host: Clara Young; Producer: Taline Shahinian.
We’ve heard a great deal about what boosts our immune system during this pandemic. But what boosts our “commune” system? Michael Ungar, director of the Resilience Research Centre at Dalhousie University, Canada, discusses how community helps us through hard times. And as young people navigate through the pandemic and its aftermath, their resilience will serve them well – a resilience not of individual grit, but formed through the people around us. Host: Clara Young; Producer: Taline Shahinian.
If we looked into a crystal ball, what kinds of school would we see? Would classes be happening exclusively within school walls with a teacher in front and students in rows? Or would it be a robot conducting class? Would some school be online? Or would learning take place anytime and anywhere? The OECD has put together four scenarios of what the future of education might be. Keri Facer, Professor of Educational and Social Futures at the University of Bristol in the UK, and Tracey Burns, Senior Analyst in the OECD's Centre for Educational Research and Innovation and co-author of a new report Back to the Future of Education FOUR OECD SCENARIOS FOR SCHOOLING, talk about the future we want for schools… and the future we might get.
Host: Clara Young Producer: Taline Shahinian
Remote schooling during the COVID-19 pandemic has opened our eyes to the difficulties of intersecting digital technologies and traditional schooling. Sanjay Sarma, who is Vice President for Open Learning at MIT, talks about online learning and how it can work hand-in-hand with teachers and students… with some serious cognitive science know-how.
Over the course of 2020, millions of students across the globe were unable to attend classes due to school closures, meaning that countries were forced to rely on emergency measures to keep learning going. Online classes were a popular choice in countries that had the technical capacity, but strategies differed between countries and depended heavily on the context of each area. In this podcast, we talk to Earl Phalen, Founder and CEO of George and Veronica Phalen Leadership Academies, Ryoko Tsuneyoshi, Professor of Comparative Education at the University of Tokyo, and Stéphan Vincent-Lancrin, Senior Analyst at the OECD, about how schools fared and what the situation was like in the United States and Japan in particular.
To read more stories of how schools managed the crisis, visit oecdedutoday.com/coronavirus/#Continuity-stories
It could be said that there have been not one but two pandemics being propagated across the world over the past year. Alongside the spread of COVID-19 there has been an equally prolific spread of misinformation surrounding the origins, characteristics and treatments of the virus – some are calling it an “infodemic”. False information about the crisis fuels division and hinders government efforts to control the spread, especially in areas with already low levels of trust in government. The young are particularly vulnerable to being exposed to misinformation online, and it has become vital to support them in developing a critical eye when reading the news. But what is the best way of doing that? To find out we caught up with Juliane von Reppert-Bismarck, Founder and CEO of Lie Detectors, Amy Mitchell, Director of Journalism Research at Pew Research Center, and Francesco Avvisati, Senior Survey Methodology Specialist in the OECD’s Directorate for Education and Skills.
As schools closed across the globe due to the COVID-19 pandemic, education systems were forced to come face to face with the limitations of traditional schooling. In all sectors, technology picked up the slack when physical work environments became unfeasible, and education was no exception – technologies that were previously relegated to the fringes of pedagogical practice suddenly became the only way teaching and learning could take place. Coronavirus has rapidly accelerated society’s increasing reliance on technology, and any sector entrenched too deeply in the old industrial work organisation risks getting left behind. Is education one of them? Has the crisis exposed ways in which education simply isn’t up to date with the modern world? To discuss this, we caught up via teleconference with Wendy Kopp, CEO and Co-Founder of Teach For All, Roberto Benes, Director of Generation Unlimited, and Andreas Schleicher, Director of the OECD Directorate for Education and Skills.
The transition from school to the world of work is one of the most pivotal moments in a young person’s life – it’s a time of high pressure and high uncertainty, and one that requires an equally high level of resilience to manage. Enter the coronavirus crisis, and suddenly this difficult transition gains a brand new set of complications. To discuss the current situation for school-leavers entering the job market, we caught up with Ingrid Schoon, Professor of Human Development and Social Policy at the Institute of Education, University College London, and Anthony Mann, Senior Analyst at the OECD.
With schools closed around the world, students and teachers are having to find new ways of learning outside of the classroom. Meanwhile, governments are working hard to assess the impact of school closures and make plans for education in a post-crisis world – a world that may well be fundamentally altered. What have the government responses been like so far? Have they worked? And does the crisis imply that we need to change the way we educate the next generation? In this episode, we invited Fernando Reimers, Professor of the Practice in International Education at the Harvard Graduate School of Education, and Stefania Giannini, Assistant Director-General for Education at UNESCO, to discuss the situation with Andreas Schleicher, Director for Education and Skills at the OECD.
The coronavirus pandemic has resulted in school closures in countries across the globe, forcing many students to continue their learning from home. The news is full of government responses and updates from political leaders, but comparatively little airtime is given to those affected most by school closures. What is the sudden switch to home learning actually like for a student? Does it work? What are the major challenges? To find out, we spoke to three high school students in three different countries, all of whom participate in the OECD Future of Education and Skills 2030 project: Ayumi Mitsui is a Japanese student currently at school in Viet Nam; Juyeop Kwon is a high school student in Korea; and Alessandra Policarpo is a Brazilian student finishing her last year of school in Germany.
www.oecd.org/education/2030-project
A lot of talk goes on about the future of education – in ministry offices, school staff rooms, even household kitchens. But one voice is routinely left out of the discussion: that of the students themselves. A defining – and inescapable – feature of “the future” is that it’s always just around the corner. But why is it that we so rarely consult those who are about to face what’s around that corner? In this episode of TopClass, we sit down with students from across the globe to ask what they believe is next for education in the 21st century, as well as their views on the future of the job market.
Much talk about technology in the 21st century is focused around the advent of a new level of computing: artificial intelligence (AI). No sector will go untouched by AI’s reach and capabilities – and this includes teaching. Teachers today already have access to a wide range of technologies that they can use in the classroom, technologies that are getting smarter, sleeker and faster by the day. But how will teaching change if that technology has the ability to adapt, learn and even make decisions? Charles Fadel, Founder and Chairman of the Center for Curriculum Redesign, joins us to talk about how AI will affect teaching and what schools can do to prepare.
https://curriculumredesign.org
You’re no doubt hearing a lot about education these days, with the release of the latest results from PISA. Over the two decades of its existence, the OECD Programme for International Student Assessment has convened a growing number of countries – now around 80 – to participate in its triennial assessment of what 15-year-old students know and can do. But PISA has also attracted some criticism along the way. Yong Zhao, professor in the School of Education at the University of Kansas, and Aaron Benavot, professor of Global Education Policy in the School of Education at the State University of New York at Albany, discuss the value of a test the whole world can take with Director of the OECD Directorate for Education and Skills, Andreas Schleicher.
The world that today’s students will enter after leaving school is volatile, complex and uncertain. Things have changed dramatically in just ten years, and the rate of change shows no signs of slowing. Students will need to adapt to new ways of working, socialising and participating in society. Overcoming these challenges will require a generation of innovators, and a new approach to education. But how can educators foster innovation among their students? And why are schools struggling to do this today? To discuss this, we caught up with Geoff Mulgan, CEO of Nesta, and Stéphan Vincent-Lancrin, a senior analyst in the OECD’s Directorate for Education and Skills.
Teaching, like any other profession, will need to adapt to the new challenges and opportunities of the 21st century. But unlike some other professions, innovations in teaching are unlikely to come in the form of the latest gadgets or software – it will instead be a matter of refining and reshaping practice. But are our current education systems ready to accommodate this? Steven Farr, Director of Classroom Leadership at Teach For All, and Noémie Le Donné, analyst for the OECD’s Teaching and Learning International Survey (TALIS), discuss what innovation in teaching actually is and why it’s important, also touching on the landscape of the profession and how systems today support new approaches.
For more information on Teach For All visit https://teachforall.org.
Note: TALIS results discussed in this podcast are taken from TALIS 2013.
Teachers’ own learning is an integral part of their practice – after all, it is said that to teach is to learn twice over. But understanding which kinds of in-service training are effective for teachers and which aren’t can be complex, and many countries have yet to find the perfect formula. Data can provide some guidance. Edmund Mission, Deputy CEO of the Australian Institute for Teaching and School Leadership (AITSL), and Pablo Fraser, an analyst for the OECD’s Teaching and Learning International Survey (TALIS), discuss the importance of professional development for teachers and the direction systems should be heading in to get the most out of their professional development programmes.
We’ve heard a lot about adolescent girls showing less interest than boys in technology studies and about the dearth of women in tech industries; but in the United States, women were among the vanguard of programmers in the early days of computing. What happened? We talk with Francesca Borgonovi, a senior education analyst, and Luca Marcolin, an economist, both at the OECD, about why girls shy away from tech studies, why careers in technology are not attractive to more women, and what can be done to improve the gender balance in the tech world.
Technology has changed the way societies function, and schools will need to adapt in order to prepare students for the technology-rich environments they will face. But the gadget-filled modern world is still relatively new, and understanding how education should respond to it is still a work-in-progress. The influence of artificial intelligence, in particular, deserves serious consideration from educators. In this episode, we sit down with Yuhyun Park, founder of the DQ (Digital Intelligence Quotient) Institute, and Ruben Laukkonen, Postdoctoral Researcher at the University of Amsterdam, to discuss the effects technology and A.I. might have on schooling worldwide.
Since 2000, some 80 countries and economies – including 40 middle-income countries and 4 low-income countries – collaborate every three years to compare how well their school systems prepare young people for life and work. As more countries joined the Programme for International Student Assessment (PISA), it became apparent that the test needed to evolve to successfully cater to a larger and more diverse set of countries. In response to this challenge, the OECD and a number of partners launched the PISA for Development initiative in 2013. In this episode, Andreas Schleicher, the OECD’s Director of the Directorate of Education and Skills, and Jaime Saavedra, the World Bank’s Director of Education, speak about how this initiative further develops the PISA instruments to better support evidence-based policy making in middle- and low-income countries.
Education is not only a desired end in itself, it can also help people move up the social ladder. But results from international assessments of students and of adults’ skills show that disadvantaged students often find themselves stuck on the bottom rungs – both at school and later on in life. In this podcast, OECD analysts Daniel Salinas and Pauline Givord discuss what OECD Programme for International Student Assessment (PISA) data reveal about equity in education and breaking down the barriers to social mobility. They discuss the obstacles disadvantaged students face as they progress through school, and how education policy can help dismantle them.
Some of the most striking findings from Education at a Glance , our annual report on the global state of education, focused on the value of higher education today. Has the value of a university degree changed over time? And what impact does this have on the job market? OECD Director for Education and Skills Andreas Schleicher sat down with us to discuss these and other key issues from the report.
www.oecd.org/education/education-at-a-glance/
Purely knowledge-based models of education – those that prize rote learning over all else – are slowly becoming relics of the 20th century. Education is now moving towards a more well-rounded, whole-child approach that puts greater emphasis on a student’s overall development than on the number of dates they can recite. In this version of education, social and emotional skills are as important as cognitive ones. But what exactly are these skills? How do we measure them? And are they really learnable? Miloš Kankaraš and Francesca Gottschalk, Analysts in the OECD’s Directorate for Education and Skills, discuss the new value placed upon social and emotional skills, as well as the significance of emotional well-being as part of overall development.
Increasingly sedentary lifestyles and poor attitudes towards diet and nutrition are having hugely damaging effects on the overall health of the younger generation. This is not only bad for the body, but for the mind too – remember that children are now also confronted with an extremely complex world where the truth is a moving target and new lifestyle-altering technologies appear every other month. But what effect does poor physical and mental health have on the learning process? Dr. Uwe Pühse, Head of Sport Science at the University of Basel, and Tracey Burns, Senior Analyst in the OECD’s Directorate for Education and Skills, discuss the potential damage that can be done to a student’s education, and what we can do about it.
Lucy Crehan, education author and former teacher, spent months visiting classrooms in countries and education systems that rank highest in the Programme for International Student Assessment (or PISA). She wanted to learn first-hand what teachers in these systems are doing differently for their students to perform so well. On this episode of TopClass, Lucy joins us to discuss her travels and the ways in which countries like Japan and Finland approach education.
With more people settling abroad than ever before, societies are becoming increasingly diverse. Nowhere is this shift more observable than in the classroom. But what effect does migration have on the students themselves? How should schools respond to the newly multicultural student body? Francesca Borgonovi, Senior Analyst at the OECD, and Jens Nymand-Christensen, Deputy Director-General for Education and Culture in the European Commission, discuss findings from a new OECD study (co-financed by the European Commission) on the performance of students with an immigrant background, analysing how these students fare in the education systems of their host countries. Despite challenges, some students succeed against the odds, and this is referred to as their “resilience.”
Is there an equal share of men and women working in the fields of science, technology, engineering and mathematics (or STEM)? Do girls and boys in school have preconceived biases about whether they should pursue these subjects? To celebrate International Women’s Day and as part of the OECD March on Gender initiative, Caitlyn Guthrie, Advisor in the OECD’s Directorate for Education and Skills, and Raffaella Centurelli, Advisor in the OECD Directorate for Science, Technology and Innovation, discuss gender imbalances in the STEM fields, both in school and in the job market, suggesting workable ways to reduce gender inequity and promote equal opportunities for all.
How will new teachers and school leaders prepare themselves to face the complexity of the 21st-century classroom? And what do today’s teacher and school leader training programmes look like across the globe? David Liebowitz and Hannah von Ahlefeld, both former teachers and current OECD Analysts, talk about the challenges of training teachers and school leaders, drawing on their experience in schools and their work at the OECD to analyse a number of different approaches.
In a society that is becoming more and more interdependent, the next generation will have to use a brand new set of skills and a new level of understanding in order to work well with their peers from every nation - a set of skills known as "global competence". Andreas Schleicher, Director of the OECD's Directorate for Education and Skills, Anthony Jackson, Director of the Asia Society’s Center for Global Education, and Mario Piacentini, an Analyst at the OECD's Education and Skills Directorate, discuss what these skills entail, their importance, and how we can integrate them into existing education systems worldwide.
Do today’s students really know how to work well together? For the first time ever, the Programme for International Student Assessment 2015 (otherwise known as PISA) examined students’ ability to collaborate to solve problems and the necessary social skills involved in that process. Andreas Schleicher, Director of the OECD's Directorate for Education and Skills, and Jeffrey Mo, Analyst for the OECD'S PISA team, discuss the results of the survey and why collaborative problem solving was chosen as a new test criterion.
The Teaching and Learning International Survey (otherwise known as TALIS) is a survey conducted every five years that asks teachers and school leaders from around the world about the working conditions and the learning environment in their schools. There have been two rounds of the survey so far, one in 2008 and one in 2013, with 50 countries scheduled to participate in the 2018 round of TALIS. We chat to Noémie Le Donné, an Analyst in the OECD's Directorate for Education and Skills, about how the survey works, what the results show us, and how the data affect the education world at large.
Not every student’s brain works and learns in the same way. Classrooms are increasingly becoming more aware of what is known as "neurodiversity" among their students, a term used to describe neurodevelopmental disorders such as ADHD and ASD. We talk to Tracey Burns, Senior Analyst in the OECD's Directorate for Education and Skills, about how neurodiversity affects classroom learning and what schools can do to accommodate children that learn in a different way.