OECD

This paper outlines the rationale for collecting data on child subjective well-being and reviews the main constructs and methodologies employed in key international surveys.

Bullying, whether in-person or online, is a barrier to inclusive, high-quality education and to cohesive societies. This OECD working paper documents bullying prevalence and trends across OECD and accession countries between 2015 and 2022, using PISA data.

Sexual and reproductive health and rights (SRHR) are fundamental to achieving gender equality, reducing poverty, and promoting sustainable development. But despite global progress, discriminatory laws and norms disproportionately restrict women’s and adolescent girls’ SRHR.

Food security is both a necessary condition and a potential outcome of quality education.

This report presents findings from the fourth round of the Survey on National Education Responses to COVID-19 School Closures, administered between April–July 2022 with responses from Ministries of Education in 93 countries.

Cyberbullying is a high priority policy challenge in many OECD countries.

Since UNESCO’s Salamanca Declaration in 1994, inclusive education has progressively attracted attention in international debates around education policy.

This report brings together 45 of the education continuity stories that were jointly documented by the OECD, the World Bank, Harvard’s Global Education Innovation Initiative and HundrED during the first wave of school closures related to the COVID-19 pandemic.

This report offers an initial overview of the available information regarding the circumstances, nature and outcomes of the education of schoolchildren during the first wave of COVID-19 lockdowns of March-April 2020.

This report presents key findings from the 3rd round of the UNESCO-UNICEF-World Bank-OECD survey, although in some cases, data from the previous two rounds and some other sources were also used. The report has eight sections.