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Many countries have implemented reforms to develop and support doctoral studies and postdoctoral research, stressing the crucial role of doctorate students and degree holders in terms of economic growth, innovation and scientific research.
This report draws upon valuable insights provided by both governmental and non-governmental actors in Norway’s skills system to identify five key actions to maximise the skills of Norway's citizens.
English, PDF, 2,317kb
Across OECD countries, the median age students first graduated from university fell by 6 months between 2005 and 2011.
English, PDF, 2,297kb
Students in OECD countries are expected to receive a total of 7 751 hours of instruction on average during their primary and lower secondary education – the bulk of that time is compulsory.
English, PDF, 1,907kb
Skills are critically important for the economic performance of countries. Greater proficiency in key skills among workers drive productivity and participation in the labour force, thus leading to increased growth and prosperity. In turn, higher economic output provides individuals, companies and the state with the resources to improve the opportunities for acquiring and developing skills.
English, PDF, 1,502kb
Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of changing economies? How can employers and unions be engaged? The country reports in this series look at these and other questions. They form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
French, PDF, 2,092kb
Pour un tiers de la population des pays de l’OCDE, le niveau de formation le plus élevé atteint est un diplôme d’une filière professionnelle du deuxième cycle de l’enseignement secondaire. On estime qu’environ la moitié de cette population obtiendra un diplôme d’une filière professionnelle au cours de sa vie.
French, PDF, 2,230kb
Entre 2000 et 2011, le salaire des enseignants a augmenté, en valeur réelle, dans la quasi-totalité des pays de l’OCDE, mais reste dans l’ensemble inférieur à celui d’autres actifs occupés diplômés de l’enseignement tertiaire.
English, PDF, 2,290kb
Teachers’ salaries increased in real terms between 2000 and 2011 in virtually all OECD countries, but mostly remain below those of other tertiary-educated workers.
This OECD Skills Strategy Spotlight sets out how the tax code affects skills development decisions, individuals’ and companies' skills decisions.