By Stéphan Vincent-Lancrin, Senior Analyst and Project Leader, Directorate for Education and Skills. Mathematics is at the core of science, engineering and technology. Mathematic modelling of various phenomena underpins technology innovation. No wonder that mathematics education has always ranked high on the innovation policy agenda.
There is now ample evidence that preparing students for an innovative society goes well beyond preparing them for science-related professions. Given that a large share of professionals contributes in some way to innovation, the new educational imperative is to equip a critical mass of workers and citizens with the skills to thrive in innovative societies. Read more...

By Ken Manson, Co-ordinator (Communications), UK Commission for Employment and Skills. Simon Field is an expert on the comparative analysis of vocational education and training (VET) systems. He leads the OECD’s policy review of VET systems, and is lead author on the OECD’s VET policy publications. I spoke with him about the upcoming launch of the Skills Beyond School review of post-secondary VET systems based on studies in 20 OECD countries. Read more...

By Claire Shewbridge, Analyst, Directorate for Education and Skills. It is taken for granted in OECD countries nowadays that the vast majority of children and young people have access to education, regardless of their wealth or background. However, despite this great achievement, in many countries, the socio-economic background of children will still have a large impact on how well they succeed at school. Read more...

By Marie-Amélie Doring Serre, Trainee, Directorate for Education and Skills. Every organisation needs a strong leader to get a sense of direction, to set and achieve specific goals. Howard Gardner defines a leader as "an individual (or, rarely, a set of individuals) who significantly affects the thoughts, feelings, and/or behaviours of a significant number of individuals". Being a leader clearly involves a good understanding of human nature, no matter what the area of leadership. Read more...

By Dirk Van Damme Head of the Innovation and Measuring Progress division, Directorate for Education and Skills. The doctorate degree, or PhD, is the highest qualification included in the International Standard Classification of Education (ISCED, level 8 in the ISCED 2011). It is also  unique because it bridges education with scientific research and innovation. Although the number of professional doctorates is increasing, in most cases they are qualifications acquired after several years of research leading to an original contribution to the scientific evidence base. The qualification rewards deep knowledge of  a specific field of research and mastery of research methodologies. It acknowledges the doctorate holder as a member of the scientific community and grants access to academia. Read more...

By Dirk Van Damme Head of the Innovation and Measuring Progress division, Directorate for Education and Skills. Innovation in education is a highly contentious issue. Talking to education ministers one quickly gets the impression that education systems in general are very reluctant to innovate, and that there is strong resistance to change among teachers. But teachers would give you the opposite idea, by telling you that there are too many changes imposed on them without much consultation and without ensuring the necessary preconditions for a successful implementation of change. In some countries, innovative change has been implemented without either the care and diligence needed or the appropriate prior testing, experimentation and evaluation. In its recent publication, Measuring Innovation in Education, the Innovation Strategy project of the Centre for Educational Research and Innovation (CERI) provides evidence that suggests that there are a lot of changes happening at various levels of the system. Read more...