Portuguese, PDF, 833kb
O investimento público em educação tem aumentado fortemente desde 2000 e é agora um dos mais altos entre os países da OCDE e países parceiros.
Through the Tohoku School Project, the students have developed their capacities for innovation, leadership, and co-operation. They learned how to get the information they need when there isn’t a readymade answer in their textbook or a teacher to guide them. In other words, they learned how to learn – perhaps the most valuable lesson of all! said OECD Secretary-General.
This paper uses data from the American Life Panel to understand the determinants of well-being in the United States during the Great Recession. It investigates how various dimensions of subjective well-being reflected in the OECD Better Life Framework impact subjective well-being.
The OECD and China have announced that they will expand their cooperation in PISA, following the successful implementation of PISA 2009 and 2012 in Shanghai.
Uruguay has made remarkable progress over the past decade. Stable macroeconomic policies and a favourable external environment have permitted brisk growth and the financing of social policies. Substantial improvements in several dimensions of human well-being have occurred during this period, alongside considerable reductions in external risks. The conditions ahead, however, may present challenges to maintaining performance. Overcoming these challenges will require finding the appropriate balance between long run objectives and macroeconomic and fiscal stability.
One of the main obstacles to economic growth is the insufficient and inadequate provision of human capital and skills. A number of challenges remain for education, which, together with fiscal policy, are key means of reducing inequalities and sustaining economic growth. In addition, Uruguay needs to address labour shortages to avoid constraints on future growth, especially as exports become more skills-intensive. It is important to orient social policies and expenditures towards the most vulnerable groups.
English, PDF, 300kb
PISA 2012 financial literacy results focusing on the performance of Spain amongst 17 other countries and economies who participated in the assessment: Australia, Belgium (Flemish Community), Shanghai-China, Colombia, Croatia, Czech Republic, Estonia, France, Israel, Italy, Latvia, New Zealand, Poland, Russia, Slovak Republic, Slovenia, and the United States
This report explores the association between school innovation and different measures related to educational objectives. This book is the beginning of a new journey: it calls for innovations in the field of measurement – and not just of education.
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The results of this first-ever assessment are a true call for action. We need to step up our global and common efforts to better identify the financial literacy needs of 15-year-olds and explore ways to improve this essential life skill, warned OECD Secretary-General.
Around one in seven students in the 13 OECD countries and economies that took part in the first OECD PISA international assessment of financial literacy are unable to make even simple decisions about everyday spending, and only one in ten can solve complex financial tasks.