By Date


  • 14-April-2016

    English

    Adult Skills in Focus No. 2: What does low proficiency in literacy really mean?

    The Survey of Adult Skills finds that even adults with the lowest proficiency in literacy possess some basic reading skills, although the level of these skills varies considerably across countries.

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  • 14-April-2016

    English

    Making literacy everybody’s business (OECD Education&Skills Today Blog)

    Ensuring that all people have solid foundation skills has become one of the central aims of the post-2015 development agenda.

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  • 14-April-2016

    English, PDF, 1,145kb

    Education Policy Outlook Country Profile - Luxembourg

    This policy profile is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries.

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  • 14-April-2016

    English, PDF, 1,439kb

    Education Policy Outlook Country Profile - Estonia

    This policy profile on education in Estonia is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries.

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  • 14-April-2016

    English, PDF, 1,531kb

    Education Policy Outlook Country Profile - Israel

    This policy profile is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries.

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  • 14-April-2016

    English, PDF, 1,380kb

    Education Policy Outlook Country Profile - Iceland

    This policy profile is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries.

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  • 14-April-2016

    English, PDF, 1,187kb

    Education Policy Outlook Country Profile - Slovenia

    This policy profile is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries.

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  • 12-April-2016

    English

    Governing Education in a Complex World

    What models of governance are effective in complex education systems? In all systems an increasing number of stakeholders are involved in designing, delivering and monitoring education. Like our societies, education systems are increasingly diverse regarding students, teachers and communities, as well as the values and identities we expect education to deliver. These trends have increased the complexity of education systems, leaving decision makers on all governance levels with the question of how to successfully manoeuvre in this highly dynamic policy area.
    Governing Education in a Complex World addresses key challenges involved in governing modern education systems, looking specifically at complexity, accountability, capacity building and strategic thinking. The publication brings together research from the OECD Secretariat and invited chapters from international scholars to provide a state of the art analysis and a fresh perspective on some of the most challenging issues facing educational systems today.
    Creating the open, dynamic and strategic governance systems necessary for governing complex systems is not easy. This volume challenges our traditional concepts of education governance through work on complexity, collaborative networks and decision-making. In doing so it sets the agenda for thinking about the inclusive and adaptable systems necessary for governing education in today’s world. The volume will be a useful resource for those interested in education governance and complexity, particularly policy-makers, education leaders, teachers and the education research community.

  • 6-April-2016

    English

    OECD Reviews of School Resources: Estonia 2016

    The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.
    The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources, such as learning time.
    This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.

  • 5-April-2016

    English

    How far from the tree does the leaf fall? (OECD Education&Skills Today Blog)

    Equality of opportunity is a lofty ideal, but some societies get closer to achieving it than others.

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