Why schools should pay more attention to students’ mental health and well-being

by Anna Choi 
Analyst, Economist/Analyst at CFE/LESI (Local employment, skills, and social innovation)

The notion of well-being and happiness has increasingly taken centre stage in our societies over the recent years. As Nobel Prize Economist Daniel Kahneman puts it, "there is a huge wave of interest in happiness among researchers. There is a lot of happiness coaching. Everybody would like to make people happier."

In addition to physical health, it has become clear that emotional health is vital for our overall well-being. Children who are in a good state of emotional well-being have higher odds of growing into adults who are happy, confident, and enjoy healthy lifestyles, consequently contributing towards a better society and improving the overall well-being of the population.

Perhaps this emphasis on well-being may reflect the increasing prevalence of emotional ill-being and mental health problems. Across OECD countries, almost one in four adults report experiencing more anger, worry and sadness than enjoyment, restedness and smiling or laughter every day. What is more alarming is that around 10-20% of children and adolescents around the world suffer from mental health problems, and an increasing number of children and adolescents have reported experiencing anxiety, depression, and difficulties sleeping over the recent decades. Emotional well-being during childhood and adolescence is particularly important as nearly one in two mental health problems among adults begin by age 14. A just released Trends Shaping Education Spotlight looks at this in more detail.

Given the importance of emotional well-being in early life, these trends are quite worrying for researchers, policy makers, teachers, and parents worldwide. This is perhaps reflected in the fact that schools and education systems around the world are increasingly concerned with their students' well-being. Since children and adolescents spend most of their time in schools, their learning environments can have a significant impact on their emotional well-being, in addition to the things they experience outside of school.

Schools and education systems around the world are increasingly concerned with their students' well-being.

Different factors can be conducive or detrimental to students' well-being, and many of these factors are interrelated. Stable emotional support and positive relationships with parents can act as a protective buffer during difficulties in life such as chronic stress, exposure to bullying, anxiety, and depression. Similarly, happier students tend to report having good relationships with their teachers, and those who receive high levels of support from their teachers tend to handle stress better at school. Outside of school, engaging in other activities such as volunteering can help foster co-operation and interpersonal trust. Socialising with friends outside of school is also positively associated with life satisfaction, sense of belonging at school, happiness and self-esteem.

While it is difficult to isolate a single winning strategy to enhance children’s and adolescents' emotional well-being, effective prevention programmes for depression, anxiety and suicide tend to all have something in common at their core: cognitive-behavioural therapy (CBT). The behavioural component within CBT focuses on coping strategies, social problem-solving skills, and interpersonal relationships, as well as the cognitive component involved in helping adolescents identify and gain control over thought processes and patterns in order to be more optimistic.  Similarly, CBT programmes targeted towards lowering anxiety have a related behavioural component that helps participants block avoidance behaviour, and a cognitive therapy component that emphasises the monitoring of feelings and behaviours and efforts towards cognitive restructuring to change anxious thoughts and processes.

It is important to involve and collaborate with different actors—schools, teachers, and parents—to improve the effectiveness of different prevention programs and thus enhance children’s and adolescents’ well-being. An open line of communication between teachers and parents can raise the awareness of the problem as some children may be reluctant to openly discuss the challenges and emotional difficulties they are going through, whether it be depression, anxiety, or bullying. It is also important to provide support and training to teachers and parents to monitor and detect children's symptoms and behaviours early on (including depression, bullying, chronic stress, and other behavioural problems).

If not properly addressed, issues of mental health and well-being may not only impact individuals at the school level, but also have far-reaching effects on the society at large.

Links

Trends Shaping Education Spotlight 14 - Good vibrations: Students’ well-being 

OECD Centre for Educational Research and Innovation 

How's Life? Measuring Well-being
Emotional well-being of children and adolescents. Recent trends and relevant factors
PISA 2015 Results. Student's Well-Being

Photo credit: @Shutterstock

How Japan’s Kosen schools are creating a new generation of innovators

By Andreas Schleicher
Director, Directorate for Education and Skills

Photo credit: Jun Takai

Innovation and problem solving depend increasingly on the ability to synthesise disparate elements to create something different and unexpected. This involves curiosity, open-mindedness and making connections between ideas that previously seemed unrelated. It also requires knowledge across a broad range of fields. If we spend our entire lives in the silo of a single discipline, we will not gain the imaginative skills necessary to connect the dots and develop the next life-changing invention.

For schools, then, the challenge is to remain true to disciplines while encouraging interdisciplinary learning and building students’capacity to see problems through multiple lenses. Some countries have been trying to develop cross-curricular capabilities. Japan’s network of Kosen schools is a unique example.

Its president, Isao Taniguchi, showed me around the Tokyo campus last week, and it was one of my most inspiring school visits. At first sight, the campus looks like a vocational school, since much of the learning is hands-on, collaborative and project-based. But for those who may associate hands-on learning with an academically less-rigorous curriculum, Kosen is profoundly different.

What makes the Kosen schools different is their unique blend of classroom-based and hands-on, project-based learning.

In fact, the 51 Kosen schools are among Japan’s most selective high schools and colleges, and the curriculum is as much focused on liberal arts as it is technical and scientific studies. Some 40% of graduates will continue studying at university, and those who choose to directly enter the labour market can expect an average of 20 job offers as Japan’s most sought-after innovators and engineers. None of the students I met knew anyone who had dropped out of this demanding programme.

What makes the Kosen schools different is their unique blend of classroom-based and hands-on, project-based learning. At Kosen schools, learning is both cross-curricular and student-centred, and teachers are mainly coaches, mentors, facilitators and evaluators. This is not one of those contrived, one-week projects that have now become quite fashionable in many schools around the world; on the contrary, Kosen students will typically work for several years on developing and realising their big ideas.

Toshiki Tomihira, a student specialising in electrical engineering, invited me to an amazing virtual reality experience of wild water rafting. Daisuke Suzuki, a chemistry student, is working on a low-cost solution to purify soil from heavy metal pollution. And unlike most other school projects, the fruits of the work of Kosen students typically end up not in a bin, but in an incubator where they find their way to market as one of Japan’s many innovations.

While project-based learning has only recently gained widespread traction, the Kosen schools have been in operation since the early 1960s, demonstrating to the world that this is not just a promising approach, but a proven one, as well.


Learn more about Japan's efforts to help students develop critical thinking and problem-solving skills:    

Why access to quality early childhood education and care is a key driver of women’s labour market participation

  by Eric Charbonnier, Analyst, Directorate for Education and Skills

We are in 1961. JF Kennedy is president and has just designated Eleanor Roosevelt as chairwoman of the new US Commission on the Status of Women: "We want to be sure that women are used as effectively as they can to provide a better life for our people, in addition to meeting their primary responsibility, which is in the home." Fifty-seven years ago, women had to make a choice between pursuing a career or having children. Back then, access to early childhood education and care (ECEC) services was reserved for the elite and was not considered a policy priority; maternity leave was rare, while paternity leave was unheard of. This may seem strange now, but just try to think of society in the 1960s. Just think how far we have come since then: In 1961, only 38 % of women were employed in the United States. In 2015, this figure was at 70%.

Don’t be fooled by the upbeat statistics though. Two generations later, inequalities still exist.  Although women are more engaged in the labour market, they are still three times more likely to be employed in part-time positions than men. They are also less likely to be employed in higher-paid occupations, and less likely to progress in their careers. However, mindsets have evolved, and combining a career and a family for women is no longer the heresy it used to be.  As a recent example, the current Prime Minister of New Zealand, Jacinda Ardern, announced some months ago both her first pregnancy and her husband’s paternity leave: "I’ll be Prime Minister AND a mum, and Clarke will be “first man of fishing” and stay- at- home dad." The news was generally well--received, a stark contrast to 1961 when low provision of early childhood services and other work-family provision would have made such a decision virtually impossible.

This month’s Education Indicators in Focus brief takes a closer look at how provision of early childhood education and care has affected the participation of women in the labour market over the years. In the last half century, women’s labour force participation has increased dramatically in most countries. The rise in ECEC provision over this period has greatly contributed to this change, particularly for mothers with a child under the age of 3. As shown in the figure above, both components are strongly associated. However, there are substantial cross-country differences. In countries where mothers’ labour market participation rates are the highest, the proportions of very young children enrolled in early childhood services are also the highest (see quadrant on the top-right). By contrast, combining childrearing and employment is most difficult in some eastern  European countries (the Czech Republic, Estonia, Hungary, the Slovak Republic), as well as in Mexico (see quadrant on the bottom-left), partly because these services are under-developed in those countries.

The availability of early childhood services plays a key role in the increased labour force participation rates among women. This in turn has public benefits in terms of higher contributions to society and to economic growth.  But having a good access to such services is not sufficient. The number of ECEC hours per week available to young children is paramount to increasing the full-time participation of mothers in the labour market. For that reason, many OECD countries have recently increased the number of free hours of ECEC entitlements, or shifted from half-day to full-day kindergartens. However, here again, wide variations among countries still exist. Countries with both high levels of participation in early childhood education and care and greater intensity of participation (in hours per week), such as Nordic countries, are in general those in which most mothers work full-time.

Women’s participation in work does not only make economic sense for a nation, but the benefits of early childhood services towards better learning for the children themselves are also now widely acknowledged. In this context, it is not surprising that ECEC has experienced a surge of policy attention in the last fifteen years. However, despite many initiatives over this period to increase access, equity and quality of these services across OECD countries, affordability remains a key challenge in most of them. It is true (and a positive step) that governments often provide various schemes to help reduce the cost of early childhood services for poorer families (including cash transfers, rebates and tax reductions), but these efforts are still insufficient. Thus, children under the age of 3 in most countries are more likely to be enrolled in ECEC if they come from relatively advantaged socio-economic backgrounds or if their mother has completed a tertiary education degree.

Society has progressed a lot in fifty-seven years. Who would have thought in 1961 that someday women would no longer have to make a choice between their career and raising a family? Stronger access and provision to early childhood education and care services has greatly contributed to more equity in the workforce, but more is needed to ensure fully equal participation of men and women, whether at work or at home. Hopefully we will not have to wait another half century to see that happen.

Links
Education Indicators in Focus No. 59 - How does access to early childhood education services affect the participation of women in the labour market?
OECD Early Childhood Education and Care
Starting Strong 2017: Key OECD Indicators on Early Childhood Education and Care

Is physical health linked to better learning?

by Tracey Burns
Senior Analyst, Directorate for Education and Skills

Mahatma Gandhi once said: "it is health that is real wealth and not pieces of gold and silver". And indeed, our physical well-being is key to how we live our lives. But while we don't always make the link between our minds and our bodies, physical health is important for learning, too. 

Children who exercise regularly, have good nutrition and sleep well are more likely to attend school, and do well at school. And the benefits are not just for children: good physical health is associated with enhanced quality of life, increased productivity in the workplace and increased participation in the community and society. 

However, children and young people across the OECD are not engaging enough in the behaviours they need to be healthy. Between 2000 to 2016, PISA data show that children and young people were less likely to reach the minimum recommended daily physical activity levels (>60 minutes of moderate to vigorous activity daily). They were also less likely to get enough quality sleep, and more likely to be overweight and obese and have poor dietary habits (including increasing overconsumption of soft drinks, sweets, salty snacks and fast food). 

These trends are extremely concerning. Unhealthy lifestyle behaviours are associated with higher rates of cardiovascular diseases and type II diabetes, and while historically considered to be diseases of adulthood, these are now evident in children as young as two years old. 

Education is uniquely placed to positively influence the health of students. A newly published paper on recent trends has identified two of the most effective types of school-based interventions:

• Building a healthy school environment: this includes educational interventions, health promotion, counselling and management strategies to promote health and physical fitness. These approaches need to include the whole-school community. Interventions associated with the play environment need to evolve and develop with children and young people as they grow. Building a supportive school culture is also key to effective, sustained behaviour change. For this to work, teachers need supportive school leaders and adequate training, time and resources.

• Changing attitudes towards risky behaviour: for example, universal school-based interventions for preventing drug use. Interventions incorporate knowledge-focussed curricula (teaching the risks associated), social competence curricula and social norms, and usually a component of behavioural modelling. A systematic review of the literature showed that overall, interventions combining social competence and influence approaches had sustained positive benefits. Interventions that focused only on transmitting knowledge, on the other hand, had the effect of improving knowledge, but did not affect behaviour.

In addition to school-based interventions, supporting, encouraging, and modelling healthy lifestyle behaviours in the home environment and in the community are also crucial. In fact, even the best school-based interventions benefit from the involvement of other actors, such as health care practitioners and family and community members. 

The report highlighted that interventions that involve the community, target several behaviours, use multiple behaviour change strategies are most effective. Involving stakeholders in the design and implementation and using technology where appropriate can also help change the behaviour of children and adolescents. This is especially important for disadvantaged communities, because not only is there a greater likelihood to engage in risky lifestyle behaviours in these settings, there is also a higher probability for reduced access to services (due to high cost, location, or lack of transportation), including safe facilities for physical activity such as green spaces. 

Educators, parents and communities and policy makers all have an important role to play in supporting the physical health and well-being of children and adolescents. By working together to embed health in education, we can make a big step in supporting the wealth that is physical health and well-being of children and adolescents in OECD countries.

Links
Working paper No. 170 – Physical health and well-being in children and youth: Review of the literature
Centre for Educational Research and Innovation (CERI)

21st Century Children

Trends Shaping Education

PISA 2015 Results (Volume III) – Students Well-being

OECD Obesity Update 2017
The association of context-specific sitting time and physical activity intensity to working memory capacity and academic achievement in young adults
Universal school-based prevention for illicit drug use
Lifestyle Interventions to Reduce Diabetes and Cardiovascular Disease Risk Among Children

Photo credit: @Shutterstock 

The importance of learning from data on education, migration and displacement

by Manos Antoninis, Director, Global Education Monitoring Report
Francesca Borgonovi, Senior Analyst, Directorate for Education and Skills

Migration and displacement are complex phenomena which play an important role in – but can also pose challenges to – development. These phenomena also pose particularly important challenges for education and training systems. Firstly, they can rapidly increase the number of people that require education services, thus challenging both richer countries, which until now had been adjusting to shrinking student populations, and poorer countries, where provision is already stretched, especially in remote areas or slums where migrants and refugees often converge.

Secondly, migration and displacement make classrooms more diverse. This means that the range of strategies teachers need to deploy increases in order to cater for a student population with larger differences in background characteristics, such as the language they speak at home.

Thirdly, education is an important means through which migration and displacement can be managed since school often acts as societies’ main instrument for transmitting the social and cultural codes that forge a community spirit.

Information of good quality is crucial to develop the right policy responses, which is why the United Nations’ Sustainable Development Goal (SDG) target 17.18 calls on countries to “increase significantly the availability of high-quality, timely and reliable data disaggregated by … migratory status … and other characteristics relevant in national contexts” by 2020. Yet, collecting statistics on migrants and displaced people to ensure that education and training systems have the capacity to meet their needs is complicated. Population movements take very different forms: international vs. internal; temporary vs. permanent; those moving in successive stages vs. those returning; documented vs. undocumented; voluntary vs. forced, including internally displaced and refugee populations; students vs. workers, and, in the latter case, skilled or unskilled, and so on. Migrants and displaced people themselves may be in different stages in their life cycle or may differ in their circumstances, for example adults vs. children or individuals vs. families.

To address these issues, as part of the Strength Through Diversity project, a two-day forum on data about education, migration and displacement is being held in Paris, organised by the OECD and the UNESCO Global Education Monitoring Report, whose next edition is focusing on migration and displacement. Such issues refer to at least two levels.

At the macro level, demographic data often do not capture the education profiles of migrants and refugees. The ideal data source, which provides information on both stocks and flows of migration by gender, age, and education, does not yet exist. These questions were addressed last month at the International Forum on Migration Statistics, which also looked at one other dimension of  the education-migration nexus: international student mobility.

At the micro level, which is the focus of this two-day event, a range of data sources are important:

• Multi-purpose household surveys that contain information on internal and, in high income countries, international migration via questions concerning the place of previous residence or duration of current residence, such as the World Bank Living Standard Measurement Survey and the European Union Survey of Income and Living Conditions. Longitudinal surveys provide further insights.
• School surveys of learning achievement which can link detailed student background to educational outcomes. For example, the OECD Programme for International Student Assessment (PISA) asks questions on the student’s country of birth, age of arrival in the host country, and language spoken at home. PISA also assess aspects of student well-being, such as integration and sense of belonging in the school community.
• Surveys on values and attitudes that can relate education to perceptions of the host population concerning migrants and refugees. For example, three waves of the International Social Survey Programme, six waves of the World Values Survey and two waves of the International Civic and Citizenship Education Study tackled relevant questions on this topic. These studies can assess how education systems build values, attitudes, norms and beliefs that improve interpersonal trust and increase civic engagement, which are pillars of democracy.
• Teacher surveys, such as the OECD’s Teaching and Learning International Survey (TALIS), and national surveys that ask questions on teacher preparation for diversity and attitudes towards a diverse student population.

Given the challenges of education systems, the complex forms of population movements, the differences in background characteristics of migrants and displaced people, the different outcomes of education, and the different sources of information available, there is a patchwork of issues, and this requires coordination between researchers and practitioners working in multiple different fields.

The idea of collecting data on education by migratory status that is comparable across countries may be an unattainable goal due to the extreme diversity of migrants and displaced populations. However, the need for documenting and understanding differences in participation, attainment, learning and attitudes between migrants/refugees and host populations for policy purposes remains urgent.

In this context, this two-day forum in Paris has the following aims:

• Provide an inventory of existing data sources and ones that are under development
• Showcase good practices in data and measurement that approach effectively particular aspects of the migration-education relationship and improve understanding of social phenomena
• Identify data and measurement aspects of the migration-education relationship that require urgent attention in order for social phenomena to be better understood
• Assess the merits of equity-oriented migration and education indicators, looking at both intra- and inter-generational issues
• Make recommendations on potential questionnaire items for key areas of interventions the migration-education relationship

Links

Strength through Diversity: The Integration of Immigrants and Refugees in School and Training Systems

Strength through Diversity - 3rd Policy Forum, 12-13 February 2018

International Forum on Migration Statistics

Photo credit: @Shutterstock

What makes for a satisfied science teacher?

by Tarek Mostafa
Analyst, Directorate for Education and Skills

Teachers play a vital role in the lives of their students. They impart knowledge, provide pastoral care, act as role models and, above all, create an environment that’s conducive to learning. But teaching is fraught with numerous challenges that could lead to dissatisfaction and ultimately to drop-out from the profession. Science teachers are particularly vulnerable to quitting their jobs given the opportunities that exist outside the teaching profession.

So what makes a science teacher satisfied enough that he or she would want to keep teaching, despite the challenges they might face?

Data from PISA’s 2015 teacher questionnaire provide interesting evidence.

Science teachers who reported that pursuing a career in the teaching profession was their goal after finishing secondary school are far more satisfied with their jobs and with the profession as a whole. These teachers represent about 58% of all teachers on average across all countries. The relationship between these long-held ambitions and teacher satisfaction is strong across most countries and economies, and particularly in Beijing-Shanghai-Jiangsu-Guangdong (China), Brazil, the Dominican Republic, Peru and the United Arab Emirates.

But a lack of school educational and physical resources, and behavioural problems among students in school could undermine teachers’ satisfaction. For instance, teachers who perceive that the lack of teaching staff hinders instruction tend to be less satisfied with their profession and with their current job. The difference in satisfaction between the teachers who reported that these shortfalls hinder instruction to a great extent and those who reported little or no impact are the largest in Australia, Brazil, Chile, Germany, Macao (China) and the United Arab Emirates. The findings also show that in 10 out of 18 countries and economies, teachers’ satisfaction with their current job is positively associated with the disciplinary climate in science classes, as perceived by students. The associations are particularly strong in Brazil, the Dominican Republic, Germany, Peru and the United States.

The presence of a collaborative and collegial working environment could boost teacher satisfaction. In fact, teachers who reported frequent collaboration among their colleagues tend to be more satisfied with their job and with the profession as a whole. Collaborative activities are more common in Australia, Beijing-Shanghai-Jiangsu-Guangdong (China), Colombia, the Dominican Republic, Korea, Macao (China), Peru, Portugal and the United Arab Emirates, and less common in Brazil, Chile, the Czech Republic, Germany, Italy and the United States.

PISA 2015 also shows that science teachers who engaged in more than three types of professional-development activities during the preceding 12 months tend to be more satisfied with the teaching profession and with their current job. On average and across all countries, 52% of teachers undertook more than three different types of professional-development activities during the last 12 months. The proportions are particularly large in Beijing-Shanghai-Jiangsu-Guangdong China (82%), Brazil (65%), the Dominican Republic (76%), Peru (65%) and the United Arab Emirates (65%).

Last but not least, some factors usually associated with challenging learning environments, such as the presence of large proportions of immigrant students or of students who do not speak the language of the host country, are not linked to teachers’ dissatisfaction with their job or the profession. This finding is particularly interesting because it shows that teachers do not necessarily mind teaching in schools with more demanding student populations as long as the environment is conducive to learning, the school climate is positive, and adequate resources are available.

To sum up, teacher satisfaction is positively associated with factors known to improve students’ performance, such as collegial and positive school environments. In other words, teachers’ satisfaction is both an aspect and a consequence of the school environment. As such, one has to improve the learning experience for all students in order to boost teachers’ professional satisfaction.

Links 
The Programme for International Student Assessment (PISA)
PISA in Focus No. 81 - What do science teachers find most satisfying about their work?
Working Paper No. 168 - Science teachers’ satisfaction: Evidence from the PISA 2015 teacher survey

Follow the conversation on Twitter: #OECDPISA

Image source: @Shutterstock

How primary and secondary teachers differ and why it matters

by Marie-Helene Doumet, 
Senior Analyst, Directorate for Education and Skills

Learning needs vary as we evolve through life. The early years of education set the stage for children’s well-being, cognitive and social-emotional development; young children starting out in the world require stability, reassurance, and encouragement, and need a warm and caring teacher. At primary school, teachers manage the class, teach all subjects, and help children develop not only basic competencies, but also emotional and social awareness. While this setting still requires a broad knowledge of many subjects, dealing directly with students’ social and emotional development also helps teachers bond with their class, which is essential to learning at such a young age. However, as children progress to high school, learning becomes more about the subject: secondary teachers focus on one or several subjects which they teach to a number of different classes. Their performance will be more strongly evaluated by how well their students perform on these subjects, rather than on how their students develop emotionally and socially.

Other differences exist between the two levels of education. While the entire profession is generally plagued with an ageing workforce, secondary schools are particularly affected by the rising average age of teachers. On the other hand, while it is true that men have always been outnumbered by women in teaching, this trend is much more striking at primary than at secondary level. Both trends have worsened in the past ten years and do not show signs of slowing down.

In spite of these differences between teachers at different education levels, teaching policy is all too often determined by a “one size fits all” approach. This month’s Education Indicators in Focus examines exactly in which ways primary and lower secondary teachers differ across a range of system-level indicators and why it matters, not only for the quality of teaching in the classroom, but also for the attractiveness of teaching as a profession.  

Let’s first start with what it takes to become a teacher. While the type of degree needed to teach primary or lower secondary level is the same in most countries, the content of the training programme differs: primary teachers have more pedagogical and practical training than lower secondary teachers, who are considered to be more “subject matter experts”. However, secondary level has its own set of pedagogical challenges, with teachers having to deal with moody teenagers and poor behaviour. Putting teachers in the classroom without the proper pedagogical or practical knowledge is akin to getting doctors to operate without clinical practice. We would be aghast if this were to happen in hospitals, yet we seem to accept it in the classroom. 

Certification is not everything, and teaching quality stems from much more than the way teachers deliver lessons. It is also strongly affected by their working conditions. Both primary and secondary teachers work approximately the same number of statutory hours, but they allocate their time differently. The figure above shows that lower secondary teachers spend on average 10% less time teaching than their primary colleagues, though in countries such as France and Turkey, this can reach 30% less. The time actually spent teaching matters less if teachers are well trained and deliver effective classes; however, with the long hours required, at school and at home, teachers are finding less and less time to invest in their own continuous development and other activities that would benefit learning. 

Finally, the perception of a fair salary can be pivotal in attracting and retaining teachers. While primary and lower secondary teacher salaries are comparable, secondary teachers hold an edge in more than half of OECD countries. In contrast to many other professions, those with a higher degree are not necessarily paid more: teachers in Finland hold a master’s degree, but earn less in relative terms than Korean teachers with a bachelor’s degree. A fairer compensation compared to other tertiary-educated workers would help attract a more gender balanced workforce and attract new talent that would renew the profession with innovative ideas.

Policy decisions to improve the attractiveness and effectiveness of the teaching profession will always involve a trade-off between these different factors.  Although many efforts have traditionally focused on reducing the size of classes, usually a popular measure for the broad public, nothing works more to enhance the quality of learning than the teachers themselves. However, striving for higher quality is not likely to be the result of one policy change or reform, but requires an understanding of all the factors that affect the profession holistically, from teacher training to long-term support, to actual teaching conditions, including working hours and pay. Recognizing the specific working conditions of primary and secondary teachers would lead to a more targeted policy response. Teachers at each level face different challenges.  Let’s not assume they have the same solution.  

Links

Education Indicators in Focus No. 58 - How do primary and secondary teachers compare?
Education at a Glance 2017: OECD Indicators

Follow the conversation on Twitter: #OECDEAG