Share

By Date


  • 22-August-2019

    English

    Financial Incentives to Promote Adult Learning in Australia

    Australia requires a strong system of adult learning to position firms and workers to succeed as skill demand changes. The country has scope to improve the coverage and inclusiveness of its adult learning system as coverage has declined since 2012, and several vulnerable groups are under-represented. Financial incentives, if carefully designed, can raise participation in adult learning by addressing cost and time barriers. This report summarises the advantages and disadvantages with various financial incentives to promote adult learning based on international and Australian experience. Drawing from these insights, as well as analysis of individual and firm-level barriers, the report provides policy recommendations for how Australia could reform its financial incentives to boost participation.
  • 5-July-2019

    English

    The Space Economy in Figures - How Space Contributes to the Global Economy

    The space economy is expanding and becoming increasingly global, driven by the development of ever-more governmental space programmes around the world, the multiplication of commercial actors in value chains, durable digitalisation trends, and new space systems coming of age. This report describes these emerging trends using new and internationally comparable data and indicators. It highlights the growing importance of space activities for the economy, for developing country strategies (based on original official development assistance statistics), for the pursuit of knowledge and scientific discoveries, and for society in general. To get the most out of space investments and promote sustained socio-economic growth, this report provides some recommendations to countries in building up their statistical evidence on space actors and activities.
  • 21-June-2019

    English

    Vocational Education and Training in Bulgaria - Governance and Funding

    Over recent years, Bulgaria has shown great willingness to reform its vocational education and training (VET). Significant challenges remain, however, relating notably to the system’s responsiveness to labour market needs and its capacity to ensure equitable outcomes for learners. This report is a focused review of two predefined issues, the governance and funding of VET. These are two fundamental elements within the delivery of skilled VET graduates. The report assesses the strengths of the Bulgarian VET system and the challenges it faces when it comes to governance and funding and suggests policy responses for how these challenges can be addressed. Four specific challenges are identified linked to the governance of the VET system: decision-making powers and capacity; the use of data and evidence to inform policy decisions; social partner engagement; and, oversight of adult VET learning provision. With regard to VET funding, both school level financial autonomy, and the capacity to act upon increased flexibilities, are currently modest. The report argues that potential exists to strengthen collaboration between schools and employers to achieve increased cost-sharing between government and private firms. Finally, more can be done to improve equity in VET delivery through Bulgaria’s funding formula.
  • 20-June-2019

    English

    TALIS 2018 tables

    The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.

    Related Documents
  • 19-June-2019

    English

    TALIS 2018 Results (Volume I) - Teachers and School Leaders as Lifelong Learners

    Do teachers spend more time on actual teaching and learning in a typical lesson compared to previous years? Do they feel prepared to teach when they start teaching? What sort of continuous professional development programmes do they participate in and how does it impact their practice? This report looks first at how teachers apply their knowledge and skills in the classroom in the form of teaching practices, with an accompanying assessment of the demographic makeup of those classrooms and the school climate to provide context on learning environments. The volume then assesses the ways in which teachers acquired their knowledge and skills during their early education and training, as well as the steps they take to develop them through continuous professional development over the course of their career. Based on the voice of teachers and school leaders, the report offers a series of policy orientations to help strengthen the knowledge and skills of the teaching workforce to support its professionalism.The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
  • 19-June-2019

    English

    Countries must make teaching profession more financially and intellectually attractive

    Countries need to make the teaching profession more financially and intellectually attractive to meet a growing demand across the world for high-quality teachers, according to a new OECD report.

    Related Documents
  • 16-June-2019

    English, PDF, 5,963kb

    A Teachers' Guide to TALIS 2018 - Volume I

    The Teaching and Learning International Survey (TALIS) asks teachers and school leaders about working conditions and learning environments at their schools to help countries face diverse challenges.

    Related Documents
  • 14-June-2019

    English, PDF, 8,787kb

    TALIS 2018 Technical Report

    The Teaching and Learning International Survey (TALIS) asks teachers and school leaders about working conditions and learning environments at their schools to help countries face diverse challenges. This technical report details the steps, procedures, methodologies, standards and rules that the TALIS 2018 cycle used to collect high-quality data.

    Related Documents
  • 14-June-2019

    English

    Good Practice for Good Jobs in Early Childhood Education and Care

    Recruiting and retaining skilled staff is a long-standing challenge for the early childhood education and care (ECEC) sector. OECD countries are increasingly demanding that ECEC staff be highly skilled and highly qualified, but a combination of low wages, a lack of status and public recognition, poor working conditions, and limited opportunities for professional development mean that recruitment and retention are frequently difficult. What can countries do to build a highly qualified and well-trained ECEC workforce? What is the best route to increasing staff skills without exacerbating staff shortages? How can countries boost pay and working conditions in the context of limited resources? Building on past OECD work on early childhood education and care, and drawing on the experience of OECD countries, this report outlines good practice policy measures for improving jobs in ECEC and for constructing a high-quality workforce.
    Also AvailableEgalement disponible(s)
  • 11-June-2019

    English

    Benchmarking Higher Education System Performance

    The scope of contemporary higher education is wide, and concerns about the performance of higher education systems are widespread. The number of young people with a higher education qualification is expected to surpass 300 million in OECD and G20 countries by 2030. Higher education systems are faced with challenges that include expanding access, containing costs, and ensuring the quality and relevance of provision. The project on benchmarking higher education system performance provides a comprehensive and empirically rich review of the higher education landscape across OECD countries, taking stock of how well they are performing in meeting their education, research and engagement responsibilities.
  • 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 > >>