Children might find it difficult to understand what they are seeing online or on TV – or hearing from other people – so they can be particularly vulnerable to feelings of anxiety, stress and sadness...

The article provides suggestions on how teachers can engage students of different age groups on preventing and controlling the spread of COVID 19, by sharing accurate information and science-based...

As people around the world are taking precautions to protect themselves, their families and their communities from coronavirus disease (COVID-19) it’s also important that children can continue to...

In a previous blog post, we discussed whether we should proceed with student learning during COVID19. In this one we will look at how we should do it, reflecting on the challenges of addressing...

This article is part of series in which OECD experts and thought leaders – from around the world and all parts of society – address the COVID-19 crisis, discussing and developing solutions now and for...

The Teaching and Learning International Survey (TALIS) 2018 was released on the 23rd March. For the first time the OECD’s Education and Skills Director Andreas Schleicher presented the report remotely...

The guidelines provide a technical guidance in developing technical plan to support countries' education sector in developing plans to come out of crisis and conflict. They are designed to provide...

The Self-Learning Programme was originally designed to meet the educational needs of children and young people living in emergencies and crisis. For these children and youth, self-learning provides a...

The report is based on the experience of China with the policy of " Disrupted Classes, Undisrupted Learning" . It focuses on the challenges that students face while using online resources and tools...

The guidance note highlights the principles based on which countries can maximise the effectiveness of their distance learning mechanisms and strategies. It focuses on ensuring that a multi-faceted...