In today's dynamic and rapidly evolving world, evidence-informed decision-making has emerged as a cornerstone in guiding effective education policy and practice. In particular, creating a culture of research engagement is often highlighted as a key ingredient to strengthening the impact of research. However, it is not always clear how that works in practice.

In today's dynamic and rapidly evolving world, evidence-informed decision-making has emerged as a cornerstone in guiding effective education policy and practice. In particular, creating a culture of research engagement is often highlighted as a key ingredient to strengthening the impact of research. However, it is not always clear how that works in practice. The publication provides analyses of data collected from more than 30 education systems. It delves into how systemic and organisational capacity for thoughtful engagement with research can be built into policy and practice. It also contains concrete examples of building a culture of research engagement by presenting diverse case studies, analyses, tools and processes. It is intended as a practical resource for policy makers, educational leaders, teachers and the research community to stimulate reflection and guide their efforts to developing a culture of research engagement in education

Childhood is changing in ways that we are still unpacking, affected by digitalization, globalization and climate change, as well as shocks such as the COVID-19 pandemic. In many OECD education systems, child empowerment is increasingly an explicit aim of policies and practices. But it is often poorly defined, which risks turning it into a mere slogan. With the advancement of children’s rights, children are increasingly being included as stakeholders in decision-making processes. This report gives examples of how children in OECD countries can and do participate in making decisions about issues that affect them. The report examines children's emotional well-being and physical activity, and the role of schools as a physical space to create and support relationships. It also underlines the untapped potential of media education when it comes to seizing opportunities in childhood. Empowering all children to make the most of digital opportunities starts with further narrowing the gap in terms of access to digital tools and the Internet, where inequalities are persistent and pervasive. So, what does child empowerment mean today? Empowered children have the opportunity and ability to act on issues important and relevant to them, can learn by making mistakes, and are key contributors to democracy.

Across the OECD, enormous effort and investment has been made to reinforce the quality, production and use of education research in policy and practice. Despite this, using research in education remains a challenge for many countries and systems.

After a strong recovery from the pandemic, the New Zealand economy has slowed, with higher interest rates weighing on housing construction, and inflation undermining purchasing power and consumption. Monetary policy has tightened significantly since late 2021 and proved efficient at reining in inflation. Better control of government spending is needed to keep fiscal consolidation on track in the short run and restore fiscal space for ageing-related expenditures and the green transition in the long run. New Zealand also faces an investment gap in addressing the needs of a rapidly growing population. Improving competition policies and streamlining the regulatory environment would help revive productivity growth and lift living standards in the long run. As highlighted by the recent OECD PISA study, achievement in school education has declined markedly. Inequality remains high and attendance has dropped. There is an urgent need to improve the curriculum, reform teacher education and strengthen support to teachers and schools to deliver better education outcomes. Adapting to climate change will require maintaining high insurance coverage for climate-related losses as well as changes to land-use planning and a comprehensive long-run energy strategy. The green transition needs a more rigorous cost-benefit assessment of emission reduction options. Special features: Competition, School Education, Climate Change

The “OECD Review of Resourcing Schools to Address Educational Disadvantage in Ireland” provides an independent analysis meant to support Irish authorities in identifying ways to strengthen the resources and supports provided to students at risk of educational disadvantage in both DEIS and non-DEIS schools. The report serves three purposes: i) to provide insights and advice to Irish education authorities; ii) to help other countries understand the Irish approach to equitable education; and iii) to provide input for comparative analyses of the OECD Education for Inclusive Societies project. The scope for the analysis in this report covers primary and post-primary education. The focus areas of the review in Ireland are: i) governance, ii) resourcing; iii) capacity building; iv) school-level interventions and v) monitoring and evaluation. This report will be of interest in Ireland and other countries looking to improve the equity of students at risk of educational disadvantage in their education systems.

This book brings together the lessons of research on both the nature of learning and different educational applications, and it summarises these as seven key concluding principles.