English, PDF, 437kb
In England the needs of many different groups of learners are met through diverse offers in further education (FE) colleges, universities and other institutions including private providers. Part-time and distance learning options are available to meet the needs of working adults.
England should expand the provision of postsecondary vocational training in order to meet the changing needs of students and employers, according to a new OECD report.
English, PDF, 4,200kb
A Skills beyond School Review of England. OECD Reviews of Vocational Education and Training. This book examines vocational education and training programmes in England, including coverage of how they are changing, how they are funded, how they are linked to academic and university programmes and how employers and unions are involved.
This Education Indicators in Focus No. 15 sets out the changing needs of a more diverse generation of university students.
English, PDF, 2,161kb
This year, more than 23 million people across the OECD and other G20 countries will start university for the first time. They are about to commit themselves to years of study, expecting to gain not just a diploma but also the specific knowledge and skills required to fulfil the needs of their profession and their everyday life.
Education at a Glance 2013: Highlights summarises the OECD’s flagship compendium of education statistics, Education at a Glance.
Everywhere skills transform lives, generate prosperity and promote social inclusion. And if there’s one lesson the global economy has taught us over the last few years, it’s that we cannot simply bail ourselves out of a crisis — stimulus plans and printing money can never be a lasting solution to our economic problems.
Education Policy Outlook reviews the current context and situation of the country’s education system and examine its challenges and policy responses.
In a global economy, the benchmark for educational success is no longer improvement by national standards alone, but the best performing school systems internationally.
Most students enjoy orderly classrooms for their language-of-instruction lessons. Socio-economically disadvantaged students are less likely to enjoy orderly classrooms than advantaged students. Orderly classrooms – regardless of the school’s overall socio-economic profile – are related to better performance.