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By Simon Normandeau Statistician, Directorate for Education and Skills Photo credit: Maksym Kaharlytskyi/Unsplash The World Health Organization estimates that depression affects over 300 million people worldwide, making it the leading cause of disability. Suffering from depression can make it extremely difficult for an individual to function properly at school and at work; not only does this have an impact on the lives of those affected and their surroundings, but it also has wider economic consequences for societies at large, mainly due to high medical costs and employee productivity loss. In fact, recent studies have found that the total annual costs related to depression exceed EUR 90 billion in Europe, making it one of the most costly mental disorders. These numbers are calling for action. But can education systems do anything about it? The answer is not so clear cut, but there may be evidence to show that education has at least some part to play in combating depression. The latest...

By Alfonso Echazarra Analyst, OECD Directorate for Education and Skills Photo credit: imgix on Unsplash A Danish study on Internet use at school revealed that students themselves are perfectly aware of the risks of using the Internet for learning. Tellingly, one student explained the problems of using the Internet in the classroom: “You can have a brief conversation on Facebook during a math class and, when you look up again, the blackboard is covered with symbols and numbers”. While this study also described promising ways in which computers and the Internet were being used in Danish high schools — for instance, students joined study groups on social media — studies like this one remind us how important it is to analyse the challenges associated with the digitalisation of education. After all, governments around the globe are making huge efforts to bring computers and high-speed Internet to every school; but too many questions remain unanswered. Looking into the Internet use of 1...

By Malgorzata Kuczera Analyst, Directorate for Education and Skills Photo Credit: George Pastushok/Unsplash Apprenticeships can be of great value. They allow apprentices to develop a wide range of skills, they offer a fast track to employment and they can boost social mobility. But not all apprenticeships are created equal: some provide limited learning opportunities and don’t adequately prepare learners for skilled employment. So what is the recipe for a good apprenticeship? It includes two essential ingredients: education and training, provided both on and off the job. As with any recipe, results depend on the quality of the ingredients and the way in which they are mixed together. And as any great chef will tell you, the recipe only improves with repetition and continuous refinement. England is investing more in the development of its apprenticeship system than nearly any other country. Current reforms have created a new structure for apprenticeship programmes developed by employer ...

By Alejandro Paniagua Consultant, Directorate for Education and Skills Photo credit: Celia Ortega/Unsplash It is generally acknowledged that the quality of an educational system depends upon the quality of its teachers. Teachers are responsible for preparing young people to meet new challenges in a fast-changing world; and that is why innovation in teaching practices has become essential for engaging students. When it comes to innovative practice, there are many documented examples of innovative practice that teachers can turn to; however, to simply direct teachers to a set of tools and techniques would not necessarily be the best way to help them innovate in the classroom. Every situation is unique, and it is not always clear how such tools can be adapted in practice. A new OECD report, Teachers as Designers of Learning Environments: the Importance of Innovative Pedagogies , takes a different approach. Rather than viewing teachers as technicians who adopt tools to improve the learning...