OECD Home › Directorate for Education and Skills › Innovation in education › Latest Documents
While a number of single-country studies have been done to explore whether or not there is a "critical age" at which the arrival in a new country becomes a steep disadvantage to the immigrant student, this study aims to determine whether the steepness of the age-at-arrival/test score profile varies across origin or destination countries. As expected, the later the arrival, the greater the penalty. However results vary according to
Without adequate investment in skills, people languish on the margins of society, technological progress does not translate into inclusive economic growth, and countries can no longer compete in an increasingly knowledge-based global society, said OECD Secretary-General.
The relationship between ageing and skills is becoming an important policy issue, not least in the context of population ageing.
Richard Yelland is Head of the Policy Advice and Implementation Division (PAI) in the Directorate for Education and Skills at the OECD (Organisation for Economic Co-operation and Development).
Spanish, , 9,057kb
English, Excel, 8,975kb
Strong Performers and Successful Reformers in Education Guidance from PISA for the Canary Islands, Spain
The Guidelines for Quality Provision in Cross-border Higher Education were developed and adopted to support and encourage international cooperation and enhance the understanding of the importance of quality provision in cross-border higher education.
Governments should invest more in disadvantaged schools and students to ensure that everyone gets a fair chance, according to a new OECD report.
This working paper was prepared as part of the OECD thematic review Overcoming School Failure: Policies that Work, www.oecd.org/edu/equity. The project provides evidence on the policies that are effective to reduce school failure by improving low attainm
To facilitate individuals to adjust their skills to changes in market demands, Sweden has a relatively generous policy to stimulate formal adult education at the compulsory, upper secondary and tertiary levels.