OECD Home › Directorate for Education and Skills › By Country › Australia
English, PDF, 561kb
This policy profile on education in Australia is part of the new Education Policy Outlook series, which will present comparative analysis of education policies and reforms across OECD countries. Building on the substantial comparative and sectorial policy knowledge base available within the OECD, the series will result in a biannual publication (first volume in 2014).
Education Policy Outlook reviews the current context and situation of the country’s education system and examine its challenges and policy responses.
English, PDF, 1,083kb
Australia’s education system achieves good outcomes overall - attainment of upper secondary education by adults aged 25 to 34 was 85% in 2010, above the OECD average of 82%
The OECD has launched its Skills Strategy to help governments build economic resilience, boost employment and reinforce social cohesion. Despite the pressure on public finances, spending on education and skills is an investment for the future and must be a priority.
Governments should invest more in disadvantaged schools and students to ensure that everyone gets a fair chance, according to a new OECD report.
This book provides, for Australia, an independent analysis of major issues facing its educational evaluation and assessment framework, current policy initiatives, and possible future approaches.
Investments in well-designed, multi-purpose local education facilities serve as a visible commitment to the community and a cost-effective way to revitalise local economies.
English, , 2,936kb
Evaluation and assessment policies are key in Australia’s national school reform agenda. The Australian approach combines the development of goals, monitoring and reporting at national level with local evaluation and assessment practices shaped by jurisdiction-level school improvement frameworks
Korea tops a new OECD PISA survey that tests how 15-year olds use computers and the Internet to learn. The next best performers were New Zealand, Australia, Japan, Hong-Kong China and Iceland.
English, , 1,568kb
In some countries today, standardised design is presented as a cost-effective solution, which reduces design and construction costs while producing a range of tried and- tested educational environments that support teaching and learning. Could this be a model for the future? &