Schooling: Investments, Organisation and Learners

There have been major investments in schooling across OECD countries, including in teacher salaries. Shared patterns exist alongside notable differences such as in teacher beliefs (as charted with the Teaching and Learning International Survey [TALIS]) and in school time use. OECD work has analysed the characteristics of learners and learning, teachers, and how to improve school leadership. The analytical work undertaken for the annual International Summit on the Teaching Profession recognises the key role of teachers for the success of schooling and educational change. PISA studies have permitted specific analyses of aspects of schooling, such as student attitudes towards and knowledge of the environment. Work on the educational role of technology has shown how important is home use for educational outcomes. Policy orientations on schooling have stressed the need to professionalise and innovate, calling for reforms directed at effective learning to be placed at the core of schooling, rather than changing only structures and administrative systems. The OECD continues to analyse and stress the value of good school design and safe buildings.