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In most OECD countries, newly arrived 15-year-old immigrant students show poorer reading performance than immigrant students who arrived in their new country when they were younger than five.
How do you re-build an education system destroyed by a disaster? The OECD's Andreas Schleicher describes the efforts in Japan, two years after the nuclear accident in Fukushima.
30/05/2013 - OECD governments have committed to stepping up their efforts to tackle high youth unemployment and strengthen their education systems to better prepare young people for the world of work.
NEETS - young people aged between 15 and 29 years old who are not in employment, education or training - are a potential problem both for society and for themselves. The proportion of young people neither working nor studying offers an insight into how well economies manage the transition between school and work – better than youth unemployment rates, which do not take into account the numbers in education.
How are countries around the world helping youth stay in school, build skills and careers? What are they doing about youth unemployment? These case studies provide a starting point for those looking not only to learn about the problems facing youth today, but how to solve them.
If there’s one lesson we’ve learned over the past few years, it’s that we cannot simply bail ourselves out of a crisis, we cannot solely stimulate ourselves out of a crisis and we cannot just print money our way out of a crisis. But we can become much better in equipping more people with better skills to collaborate, compete and connect in ways that drive our economies forward.
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In some countries, an increasing number of young people are neither in employment, nor in education or training (NEET). A high proportion of NEETs is an indicator of a difficult transition between school and work.
How do apprenticeships and other forms of workplace learning help people to make a successful transition from school to work?
Global economic competition requires a labour force with a range of mid-level trade, technical and professional skills alongside the high-level skills typically associated with university education.
In a drive to raise the quality of classroom teaching and boost student performance, Dutch education authorities are encouraging teachers to learn from each other through a process of peer review.
Flanders builds a "triangle of quality" based on extensive autonomy for schools, supported by pedagogical advisory services and monitored by government inspectors.