Directorate-for-education-and-skills-brochure.pdf?utm_content=bufferf4a33&utm_medium=social&utm_source=twitter

Exploring new frontiers and approachesskills for innovation. After producing reports on how tofoster skills for innovation through arts education, mathand science education, and problem-based learning,the directorate will synthesise this work and beginexploratory work on assessing creative and criticalthinking skills in formal education settings.Our publication Trends Shaping Education offersan overview of key economic, social, demographicand technological trends, and raises questions abouttheir potential impact on education. It aims to informstrategic thinking and stimulate reflection and discussionon the challenges facing education, whether in schools,universities or in programmes for older adults.The Directorate for Education and Skills is exploring newfrontiers geographically too. The OECD engages witha large number of economies outside its membership,which it refers to as partner countries. Many areactively involved in core OECD activities, for example asparticipants or associates in OECD committees, workinggroups or expert groups. Several key partners, namelyBrazil, China, India, Indonesia and South Africa, havecomprehensive relations with the OECD. The Educationand Skills directorate conducts periodic surveys ofthe education systems of partner countries as well asmember countries.In addition, the PISA for Development project aimsto increase participation in the triennial assessmentof 15-year-olds among developing countries. To doso, the OECD is developing enhanced PISA surveyinstruments that are more relevant for the contextsfound in developing countries, but that producescores that can be compared on the same scales asthe main PISA assessment. The pilot project, whichinvolves seven countries from the developing world,several development partners (members of the OECDDevelopment Assistance Committee, the World Bank,UNESCO, UNICEF and other UN bodies and regionalorganisations) and the OECD, is also developing a way toinclude 15-year-olds who are not enrolled in school.OECD EDUCATION & SKILLS 18