By Date


  • 11-April-2018

    English

    Apprenticeship in England, United Kingdom

    One of a series of studies on vocational education and training, this review focuses on the apprenticeship system in England and concludes with policy recommendations.England has launched a series of reforms that champion the institution of apprenticeship, and address some previous weaknesses. The reforms encourage more substantive apprenticeship programmes and a stronger funding framework. Despite these strengths, there is still some way to go to establish an apprenticeship system in England to match those of the strongest countries.This report suggests several ways in which reforms might be adapted to achieve higher quality and better outcomes. An effective apprenticeship system involves various elements such as the development of the apprentice in the workplace by the employer and the broader education of young apprentices. The report argues that England should consider introducing regulations and standards to ensure that these elements are part of all apprenticeship programmes, and that the recently introduced apprenticeship levy supports high-quality training. In comparison to other countries, England has relatively few young apprentices. The report suggests England could facilitate transition from school to work by making better use of apprenticeships targeting school leavers.
  • 11-April-2018

    English

    England must build on reforms to achieve a world class apprenticeship system

    England has committed itself to a very ambitious programme to develop apprenticeships, but still faces many challenges to effectively implement current reforms and develop a world-class apprenticeship system, according to a new OECD report.

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  • 9-April-2018

    English

    Teachers as Designers of Learning Environments - The Importance of Innovative Pedagogies

    Pedagogy is at the heart of teaching and learning. Preparing young people to become lifelong learners with a deep knowledge of subject matter and a broad set of social skills requires a better understanding of how pedagogy influences learning. Focusing on pedagogies shifts the perception of teachers from technicians who strive to attain the education goals set by the curriculum to experts in the art and science of teaching. Seen through this lens, innovation in teaching becomes a problem-solving process rooted in teachers’ professionalism, rather than an add-on applied by only some teachers in some schools.Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies provides a snapshot of innovative pedagogies used in classrooms around the world. It sets the stage for educators and policy makers to innovate teaching by looking at what is currently taking place in schools as potential seeds for change. At the heart of all of these approaches is a sensitivity to the natural inclinations of learners towards play, creativity, collaboration and inquiry. To illustrate how teachers use these innovative practices, the publication presents examples from 27 national and international networks of schools.It is now generally acknowledged that the quality of an education system cannot exceed the quality of its teachers. This volume goes a step further to argue that a teacher cannot help students meet new educational challenges by continuing to draw on a limited and perhaps even inherited set of pedagogies. And here lies the genuine importance of innovative pedagogies.
  • 5-April-2018

    English

    Norway should do more to improve job prospects of low-skilled youth

    Norway should step up its efforts to boost the job prospects of young people without upper-secondary qualification to further reduce the share of under-30 year-olds who are Not in Employment, Education or Training (NEETs), according to a new OECD report.

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  • 5-April-2018

    English

    Investing in Youth: Norway

    The present report on Norway is part of the series on 'Investing in Youth' which builds on the expertise of the OECD on youth employment, social support and skills. The report provides a detailed diagnosis of youth policies in the areas of education, training, social and employment policies. Its main focus is on young people who are not in employment, education or training (the 'NEETs').Earlier reviews in the same series have looked at youth policies in Brazil (2014), Latvia and Tunisia (2015), Australia, Lithuania and Sweden (2016), Japan (2017).
  • 4-April-2018

    English

    Improving the skills of Chileans would boost productivity and inclusive growth

    Chile’s economy is strengthening and wage growth picking up. The country should now address the challenge of improving people’s skills, particularly among women and low-skilled workers, in order to boost productivity, innovation and inclusive growth, according to a new OECD report.

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  • 4-April-2018

    English

    Getting Skills Right: Chile

    This study analyses the relationship between skills and labour market outcomes in Chile with a specific focus on disadvantaged groups: youth, women and the low-skilled. It examines the proficiency of the Chilean population in literacy, numeracy and problem solving in a technological-rich environment and disentangles the relationship between proficiency and labour market outcomes in Chile. The study also devotes significant attention to the demand for skills, by describing the use of skills at work in Chile and identifying its key determinants, as well as assessing the extent of skills mismatch and its implications for individuals. Throughout the study, differences between sociodemographic groups are highlighted to investigate the roots of labour market disadvantage.
  • 2-April-2018

    English

    OECD Skills Strategy Diagnostic Report: Italy 2017

    Italy needs to take prompt action to bolster growth and improve people’s skills across the country. As our economies adapt to globalisation, technological and demographic change, the demand for new and higher levels of skills increases. Yet Italy is struggling more than other advanced economies to meet these changing demands. Italy has launched a number of ambitious reforms to boost growth. But the reforms need to fully implement to ensure that schools, universities and workplaces equip all Italians with the skills needed for success in the economy and society.The OECD Skills Strategy Diagnostic Report makes a number of recommendations that will help sustain this positive momentum including, among others, to:
    • Implement the Alternanza Scuola Lavoro (ASL) by training school principals and teachers to effectively engage employers in the design of work-based learning activities and increase incentives for firms to hire trainees.
    • Expand and improve the quality of professional tertiary education institutions (ITS).
    • Increase overall investment in tertiary education
    • Subsidise training programmes that target low-skilled adults who often face difficulties in accessing such opportunities.
    • Increase public and private investment in skills and improve how they are allocated through monitoring and evaluation.
    • Improve the governance system to ensure that skills polices are aligned and coordinated.
  • 29-March-2018

    English, PDF, 1,599kb

    Education Policy Outlook: Mexico 2018

    This policy profile is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries.

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  • 27-March-2018

    English

    Engaging Young Children - Lessons from Research about Quality in Early Childhood Education and Care

    The first years of life lay the foundations for a child’s future development and learning. Many countries have increased their financial support for provision of early childhood education and care (ECEC) over the past years. More recently, the focus of debate has been shifting from expanding access to affordable ECEC to enhancing its quality.  A growing body of research suggests that the magnitude of the benefits for children will depend on the level of quality of early childhood services, with especially strong evidence in the case of disadvantaged children.In light of budgetary constraints, policy makers require the latest knowledge base of the quality dimensions that are most important for ensuring children's development and early learning. However, current research is often narrow in focus or limited to programme-level or national-level conclusions. This book expands the knowledge base on this topic. It draws lessons from a cross-national literature review and meta-analysis of the relationship between early childhood education and care structure (e.g. child-staff ratios, staff training and qualifications), process quality (i.e. the quality of staff-child interactions and developmental activities), and links to child development and learning.This report concludes with key insights, as well as avenues for further research. It was co-funded by the European Union.
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