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This review describes variations in, and evidence for, pedagogical approaches in formal early childhood education and care (ECEC) settings; how pedagogy is monitored; and which policies affect pedagogical practice. Its specific focus is on comparisons of England (United Kingdom) with Japan, France, Germany, Denmark and New Zealand.
The use of ICT for students’ projects or class work is an active teaching practice that promotes skills for students’ lifelong success.
The share of students with an immigrant background increased between 2003 and 2012, both in traditional and new destination countries. The performance difference in mathematics between immigrant and non-immigrant students decreased, on average, between 2003 and 2012.
AHELO project (Assessment of Higher Education Learning Outcomes) is the evaluation of what students in higher education know and can do upon graduation.
In 2012, in more than one-third of OECD countries, over half of all upper secondary students participated in pre-vocational or vocational programmes but less than 30% of those students were exposed to work-based learning. Countries with well-established and high-quality vocational and apprenticeship programmes have improved youth employment opportunities.
One of the most dramatic consequences of the economic crisis has been the soaring levels of youth unemployment in several OECD countries; and the hesitant recovery of the past years was insufficient to improve the job prospects of young people.
This joint publication by the OECD and the European Commission presents the first broad international comparison across all EU and OECD countries of the outcomes for immigrants and their children, through 27 indicators organised around five areas: Employment, education and skills, social inclusion, civic engagement and social cohesion (Chapters 5 to 12). Three chapters present detailed contextual information (demographic and immigrant-specific) for immigrants and immigrant households (Chapters 2 to 4). Two special chapters are dedicated to specific groups. The first group is that of young people with an immigrant background, whose outcomes are often seen as the benchmark for the success or failure of integration. The second group are third-country nationals in the European Union, who are the target of EU integration policy.
Now more than ever, governments are striving to mobilise greater tax revenue domestically. To do so, they are increasingly reaching out to inform and engage today’s – and future – taxpayers. They aim to foster an overall “culture of compliance” based on rights and responsibilities, in which citizens see paying taxes as an integral aspect of their relationship with their government. Taxpayer education is the bridge linking tax administration and citizens and a key tool to transform tax culture. Covering innovative strategies in 28 countries, this publication offers ideas and inspiration for taxpayer education, literacy and outreach. It helps revenue authorities in developing countries to strengthen the tax morale and tax compliance of their citizens.
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 should the programmes be funded? How should they be linked to academic and university programmes? 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. This report reviews vocational education and training systems in Costa Rica.
Information and communication technologies (ICT) permeate every aspect of our lives, from how we work, to how we “talk” with friends, to how we participate in political processes. But what are the returns to “digital skills” – the capacity to use digital devices and applications to access and manage information and solve problems – on the labour market? Do they help land a job or earn higher wages?