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.
The eleventh volume of the International Association for Educational Achievement (IEA) Research for Education series, published in collaboration with the Nordic Council of Ministers, addresses the state of civic and citizenship education in the four Nordic countries (Denmark, Finland, Norway, and Sweden) that participated in the IEA International Civic and Citizenship Education Study (ICCS) in 2009 and 2016.
This report presents a comparison study which was conducted by the National Center of Education Statistics (NCES) and the American Institutes for Research (AIR) and aims to understand the differences and similarities between the assessment framework targets and the characteristics of assessment items in two assessments: the Technology and Engineering Literacy (TEL) assessment, initiated by the U.S. Department of Education, and the International Computer and Information Literacy Study (ICILS), initiated by the International Association for the Evaluation of Educational Achievement (IEA).
The OECD – in collaboration with UNCESCO, UNICEF, and The World Bank – conducted a survey on education responses across countries/economies facing the COVID pandemic since 2020, from school closures and remote learning to teacher vaccination and gradual returns to in-class instruction. The data were collected from government authorities between January and February 2021.