Latest additions

ICILS Teacher Panel
New IEA Report About a Longitudinal Study: ICILS Teacher Panel. Changes in Digital Learning During a Pandemic

The ICILS Teacher Panel is a new, additional longitudinal study which was developed during the COVID-19 pandemic. The objective of the additional study is to analyze the transition to more technology-based learning during the pandemic and to scrutinize why some teachers and schools have been more successful in using computers and technology for learning than others.

Teaching in Focus: Supporting Teachers’ Use of ICT in Upper Secondary Classrooms During and After the COVID-19 Pandemic

Teaching in Focus policy briefs use data from the OECD’s Teaching and Learning International Survey (TALIS) to discuss issues relevant to teachers and teacher policies in a concise, user-friendly way. The August issue addresses how school systems around the world are making efforts to enhance and make education more efficient with information and communications technology (ICT).

New OECD Report in TALIS series: Teachers Getting the Best out of Their Students. From Primary to Upper Secondary Education

This report presents results from TALIS 2018 participants who administered the optional primary education survey (15 out of 48 countries and economies) and/or the upper secondary education survey (11 out of 48 countries and economies). Its main goal is to understand if there are any similarities and differences between the dimensions of professionalism and educational challenges found in primary and upper secondary education compared to those found in lower secondary education.

New OECD Report: OECD Skills Outlook 2021. Learning for Life

The “OECD Skills Outlook 2021: Learning for Life” report explores how public policy can and should play a key role in promoting effective and inclusive lifelong learning for all. Considering the effects that the COVID-19 pandemic has had on the world, and noting the importance of skills such as resilience, this report leverages comparative quantitative data to highlight the key role that socio-emotional and motivational factors play in shaping successful participation in lifelong learning.