Qualifications are useful because they make skills visible. It is confidently assumed that the holder of a school-leaving certificate can read and understand instructions, and make calculations, and that those with university degrees can do much more.
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There are an estimated 9 million working aged adults in England (more than a quarter of adults aged 16-65) with low literacy or numeracy skills or both. This reflects England’s overall performance in the Survey of Adult Skills - around average for literacy, but well below average for numeracy relative to other OECD countries in the Survey (OECD, 2013).
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This brief was prepared for the publication of the Skills beyond School Synthesis Report, a review of post-secondary career, vocational and professional training covering 20 countries, including the United Kingdom.
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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.
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.
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The 2011 edition of Education at a Glance: OECD Indicators enables countries to see themselves in the light of other countries’ performance.
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This review of vocational education and training (VET is part of ―Learning for Jobs‖, the OECD policy study of VET – a programme of analytical work and individual country reviews designed to help countries make their VET systems more responsive to labour market needs.
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This 2009 edition of Education at a Glance includes first results from TALIS, a survey on teacher practices, new analysis of the social benefits of education, new information on long-term unemployment and involuntary part-time work among young adults, and new data on the benefits of education.
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This paper gives an update of the Country Background Report of the United Kingdom that was prepared in the framework of the OECD Thematic Review of Tertiary Education
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This note contrasts key findings for the United Kingdom with global trends among OECD countries, under the headings: quantity and quality challenges, equity challenges, and resource and efficiency challenges.