Equity in education recognises that students have different needs and starting points. It therefore relates to the extent to which learners can fully enjoy the right to education and training, in terms of opportunities, access, treatment and outcomes.

Although some high-achieving pupils may also be gifted and talented, gifted and talented pupils are not always high achievers.

In recent years, even recent months, a lot has happened in the educational field. In the last decade, the development of the flipped classroom, task-based approaches and a greater focus on differentiation have already transformed the process of learning languages.

Small children are often curious and therefore it is important to talk with them about differences and similarities between people. Find out in the interview with Pauline Slot from the university of Utrecht more ways to address and support diversity in early years classrooms.

Gifted, precocious, high intellectual potential… All these terms refer to the same clinical situation: children and adults with an intelligence quotient—or IQ—of 130 or above on a standardised and validated intelligence scale. They make up 2.3% of the total population, but is it really true that they are all more intelligent? The reality is not that simple.

In recent years, economists have gained significant experience (and fame) in practical market design in matching children to schools. Much of this success is based on the seminal papers by Gale and Shapley (GS), which were initially used for entry-level job markets.

Some fifteen years ago in Amsterdam, a group of parents without a migration background living in a highly diverse neighbourhood started an initiative to collectively send their children to the local neighbourhood school in which most of the children were of immigrant descent.

My experience, reflections, and conversations with policy makers and researchers have led me to wonder: what does it mean to be a vocational education and training (VET) teacher in today's world?

Citizenship education refers to the aspects of school education intended to prepare pupils to become active citizens, by ensuring that they have the necessary knowledge, skills and attitudes to contribute to the development and wellbeing of the society in which they live.

Stressed, under-resourced and unqualified. Teachers in early childhood education and care (ECEC) across Europe and Central Asia have warned us: large class sizes and lack of confidence, resources and knowledge about supporting children with disabilities or complex needs make it impossible to ensure that all children have the benefit of early learning.