By Date


  • 1-April-2015

    English

    OECD Skills Strategy Diagnostic Report - Portugal 2015

    Skills and human capital are the bedrock upon which Portugal is building a new road to growth. After a challenging period characterised by high levels of unemployment, strong fiscal constraints and accelerated reform, Portugal has successfully completed a demanding adjustment programme and is setting its sights high.

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  • 31-March-2015

    English

    PISA for Development (OECD Education Today Blog)

    PISA for Development, launched on the 27th of March 2015 in Guatemala, provides an opportunity to improve the quality of education in Guatemala and throughout the developing world.

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  • 29-March-2015

    English

    International Summit on the Teaching Profession (29-30 March 2015 Banff, Alberta, Canada)

    ISTP 2015 will be held in Banff, Alberta, on March 29–30, 2015, and will bring together education ministers and leaders of teachers’ unions and associations from a number of high-performing and rapidly improving education systems.

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  • 25-March-2015

    English

    Education will fortify Indonesia's future (OECD Education Today Blog)

    The Indonesian education system is immense and diverse. It reflects aspects of its past, with a diverse ethnic and religious heritage, and a struggle for national identity.

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  • 25-March-2015

    English

    Education in Indonesia - Rising to the Challenge

    Having made impressive progress in widening access to basic education, Indonesia must now consolidate these gains and develop an education system that will support better the needs of a rapidly emerging economy in its transition towards high-income status. This report provides guidance on how Indonesia can rise to this challenge. It highlights three main policy directions which, pursued together, would help Indonesia advance on the path towards stronger growth and more inclusive and sustainable development. The first priority is to raise the quality of education and ensure that all learners acquire the skills they need to succeed in life and work. The second goal is to widen participation, requiring a concerted effort to improve access for disadvantaged groups and expand provision beyond the basic level. The final challenge is to increase efficiency, with a more data-driven approach to resource allocation, better tailoring of provision to local needs, and stronger performance management.

  • 20-March-2015

    French, PDF, 968kb

    Reformulando la Carrera Docente en Chile - Evidencia Internacional Seleccionada

    La calidad del sistema educacional de hoy es la base para la prosperidad económica y social del país de mañana.

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  • 20-March-2015

    English

    ISCED 2011 Operational Manual - Guidelines for Classifying National Education Programmes and Related Qualifications

    The structure of education systems varies widely between countries. In order to produce internationally comparable education statistics and indicators, it is necessary to have a framework to collect and report data on education programmes with a similar level of educational content. UNESCO’s International Standard Classification of Education (ISCED) is the reference classification for organising education programmes and related qualifications by education levels and fields. The basic concepts and definitions of ISCED are intended to be internationally valid and comprehensive of the full range of education systems.

    ISCED 2011 is the second major revision of this classification (initially developed in the 1970s and first revised in 1997). It was adopted by the UNESCO General Conference in November 2011. Prepared jointly by the UNESCO Institute for Statistics (UIS), the OECD and Eurostat, this operational manual provides guidelines and explanatory notes for the interpretation of the revised classification, by each education level. It also includes country examples of programmes and qualifications that have been classified to ISCED 2011.

    This manual will be useful for national statisticians collecting and reporting data on education to international organisations, as well as for policymakers and researchers interested in better understanding of these data.

  • 17-March-2015

    English

    Why aren’t more girls choosing maths and science at university? (OECD Education Today Blog)

    Last Saturday, 14 April, Equal Pay Day reminded the world again of the large gap between men’s and women’s wages. Eradicating unjustifiable gender inequalities in earnings seems to be very hard to accomplish.

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  • 17-March-2015

    English, PDF, 2,277kb

    Education Indicators in Focus N°30 - What are the gender differences?

    Gender differences still exist in certain fields, with more men studying science, computing and engineering, and with women dominating education and health and welfare.

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  • 16-March-2015

    English

    Teaching in Focus No. 10 - Embedding Professional Development in Schools for Teacher Success

    Teachers report participating in more non-school than school embedded professional development (i.e. professional development that is grounded in teachers daily professional practices). Participation in non-school and school embedded professional development varies greatly between countries.

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