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  • 31-July-2018

    English, PDF, 316kb

    Netherlands Policy Brief: Promoting the academic achievement and well-being of all students

    In the face of population ageing and related rapid social and economic changes, skills are increasingly crucial to support inclusive growth and social cohesion.

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  • 31-July-2018

    English, PDF, 332kb

    Latvia policy Brief: Strengthening the formation and upgrading of skills in Latvia

    Educational attainment has improved, but educational outcomes still need to be enhanced.

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  • 27-July-2018

    English

    Education Policy in Japan - Building Bridges towards 2030

    Japan’s education system is one of the top performers compared to other OECD countries. International assessments have not only demonstrated students' and adults' high level of achievement, but also the fact that socio-economic status has little bearing on academic results. In a nutshell, Japan combines excellence with equity.

    This high performance is based on the priority Japan places on education and on its holistic model of education, which is delivered by highly qualified teachers and supported by the external collaboration of communities and parents. But significant economic, socio-demographic and educational challenges, such as child well-being, teacher workload and the high stakes university exam, question the sustainability of this successful model.

    Policy makers in Japan are not complacent, and as Japan starts implementing its Third Basic Plan for the Promotion of Education (2018-22), they are carefully analysing tomorrow’s threats to Japan’s current success.

    This report aims to highlight the many strengths of Japan’s education system, as well as the challenges it must address to carry out reforms effectively and preserve its holistic model of education. The ultimate goal is to ensure that the education system delivers the best for all students, and that Japanese learners have the knowledge, skills, attitudes and values they need for the 21st century.
  • 18-July-2018

    English

    OECD Reviews of School Resources: Colombia 2018

    This country review report offers an independent analysis of major issues facing the use of school resources in Colombia from an international perspective. It provides a description of national policies, an analysis of strengths and challenges, and a proposal of possible future approaches. The analysis focuses on the funding of school education, the provision of school education and the development of the teaching profession. Rural education represents a transversal theme of the report within the context of Colombia's peace agreement and objectives to close rural-urban gaps in social and economic development.Issues covered include the level of spending, sources of funding and funding mechanisms; the organisation of the school network, including the funding of private provision; school governance, leadership and community participation; the organisation of teaching and learning, including learning standards, educational materials, student assessment, and instruction time; teacher learning in pre-service and in-service education; and teacher recruitment and career progression.The report covers all levels of compulsory education as well as transitions from early childhood education and care to school education and from school education to the labour market and tertiary education.
  • 6-July-2018

    English

    Multi-dimensional Review of Panama - Volume 2: In-depth Analysis and Recommendations

    Panama has achieved socio-economic improvements in recent decades thanks to strong economic growth and consequent poverty reduction. Its growth model is characterised by a dual economy in which a small number of activities, including those related to the Canal and Special Economic Zones, have exhibited high productivity growth but limited job creation.Panama should now embark on a new reform agenda to become a sustainable and inclusive high-income country. This report urges greater productivity in sectors that contribute to job formalisation to reduce disparities in income and among regions. As developing these policies requires further resources, taxation system and private sector involvement through public-private partnerships should also be reinforced. Focusing on skills and jobs, regional development and development financing, the volume provides analysis and recommendations on three areas which are key for Panama.
  • 14-June-2018

    English

    9th Forum on Educational Innovation – Iruaritz Lezama Foundation

    I am grateful for the invitation to attend this meeting on one of the most important issues facing our societies: innovation in our education systems.

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  • 14-June-2018

    English

    Apprenticeship and Vocational Education and Training in Israel

    One of a series of studies on vocational education and training, this review assesses the apprenticeship system and vocational education and training in Israel and provides policy recommendations.Israel has experienced strong economic growth over the last decade, and labour shortages are observed in many sectors and occupations. At the same time, inequity and disadvantage in some population groups are rising. This report suggests several ways in which Israel might reform its vocational and apprenticeship programmes so that they effectively support the Israeli economy by providing the skills in demand on the labour market, and improve life chances and social mobility of individuals.The report argues for an expansion and integration of apprenticeship programmes into the mainstream upper secondary system, and development of systematic work-based learning placements in selected school-based vocational programmes. Currently vocational education and training in Israel is fragmented and students and employers often find it difficult to navigate. To address this challenge, the report recommends creating a single strategic body that will plan and guide policy development on vocational education and training, and champion it within government. A relatively large share of adults in Israel has low basic skills, particularly among Arab Israelis and Haredi Jews. Addressing basic skills weaknesses in these populations should be a priority.
  • 13-June-2018

    English

    Mr. Angel Gurría, Secretary-General of the OECD, in Madrid 13-15 June 2018

    Mr. Angel Gurría, Secretary-General of the OECD, was in Madrid 13-15 June 2018. The Secretary-General delivered remarks at the event organised by the Consejo Iberoamericano para la Competitividad y Productividad: "Innovación gubernamental para un Estado al servicio de la Sociedad".

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  • 11-June-2018

    English

    Effective Teacher Policies - Insights from PISA

    Teachers are the most important resource in today’s schools. In every country, teachers’ salaries and training represent the greatest share of expenditure in education. And this investment in teachers can have significant returns: research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. Teachers, in other words, are not interchangeable workers in some sort of industrial assembly line; individual teachers can change lives – and better teachers are crucial to improving the education that schools provide. Improving the effectiveness, efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality and that high-quality teaching is provided to all students. This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), explores three teacher-policy questions: How do the best-performing countries select, develop, evaluate and compensate teachers? How does teacher sorting across schools affect the equity of education systems? And how can countries attract and retain talented men and women to teaching?
  • 11-June-2018

    English, PDF, 4,636kb

    Teachers in Ibero-America - Insights from PISA and TALIS

    This report uses the most recent OECD data, primarily from the PISA 2015 and TALIS 2013 cycles, and seeks to evaluate the Ibero-American teaching profession in support of policy makers across the region.

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