While access to schooling has expanded around the world, many countries have not realised the hoped-for improvements in economic and social well-being. Access to education by itself is an incomplete goal for development; many students leave the education system without basic proficiency in literacy and numeracy. As the world coalesces around new sustainable development targets towards 2030, the focus in education is shifting towards access and quality. Using projections based on data from the OECD Programme for International Student Assessment (PISA) and other international student assessments, this report offers a glimpse of the stunning economic and social benefits that all countries, regardless of their national wealth, stand to gain if they ensure that every child not only has access to education but, through that education, acquires at least the baseline level of skills needed to participate fully in society.
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The global talent pool has grown over the past decade and is expected to continue growing through to 2030. The number of young people aged 25-34 with a tertiary qualification increased by nearly 45% between 2005 and 2013 in OECD and G20 countries and is expected to keep increasing in the coming decade.
The world is living through one of its most extraordinary revolutions, with game-changing implications, many of them still unknown.
Skills and human capital are the bedrock upon which Portugal is building a new bridge to growth.
Skills and human capital are the bedrock upon which Portugal is building a new road to growth. After a challenging period characterised by high levels of unemployment, strong fiscal constraints and accelerated reform, Portugal has successfully completed a demanding adjustment programme and is setting its sights high.
The structure of education systems varies widely between countries. In order to produce internationally comparable education statistics and indicators, it is necessary to have a framework to collect and report data on education programmes with a similar level of educational content. UNESCO’s International Standard Classification of Education (ISCED) is the reference classification for organising education programmes and related qualifications by education levels and fields. The basic concepts and definitions of ISCED are intended to be internationally valid and comprehensive of the full range of education systems.
ISCED 2011 is the second major revision of this classification (initially developed in the 1970s and first revised in 1997). It was adopted by the UNESCO General Conference in November 2011. Prepared jointly by the UNESCO Institute for Statistics (UIS), the OECD and Eurostat, this operational manual provides guidelines and explanatory notes for the interpretation of the revised classification, by each education level. It also includes country examples of programmes and qualifications that have been classified to ISCED 2011.
This manual will be useful for national statisticians collecting and reporting data on education to international organisations, as well as for policymakers and researchers interested in better understanding of these data.
Last Saturday, 14 April, Equal Pay Day reminded the world again of the large gap between men’s and women’s wages. Eradicating unjustifiable gender inequalities in earnings seems to be very hard to accomplish.
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Gender differences still exist in certain fields, with more men studying science, computing and engineering, and with women dominating education and health and welfare.
Education Indicators in Focus is a recurring series of briefs that highlight specific indicators in OECD’s Education at a Glance that are of particular interest to policy makers and practitioners.
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The United Arab Emirates is identified by PISA (Programme for International Student Assessment) as one of the most rapidly improving education systems in the world. However its students still perform well below the levels expected in advanced economies.