By Date


  • 25-March-2015

    English

    Consequences of Corruption at the Sector Level and Implications for Economic Growth and Development

    This report provides an analysis of the impact of a range of corrupt practices on economic growth and development in four key sectors: utilities and infrastructure, extractive industries, health and education. As quantification of the impact of corruption on economic growth at a macro level remains challenging, this report presents evidence at the micro and sectoral level to capture the various consquences of this phenomenon. Prepared by the OECD as a contribution to the G20 efforts to fight corruption, this report aims at increasing the understanding of the channels by which corruption inhibits economic growth and assist countries in further integrating anticorruption in their efforts to foster inclusive, sustainable growth and development. Drawing lessons from the cross-cutting analysis, the report encourages countries to design comprehensive anti-corruption strategies for which progress could be measurable and which would be tailored to specific country circumstances and economies to achieve the best results for economic growth and value-for-money.

  • 25-March-2015

    English

    Education will fortify Indonesia's future (blog article by Andreas Schleicher)

    Education will fortify Indonesia's future (OECD Education Today Blog)

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  • 25-March-2015

    English

    Education in Indonesia - Rising to the Challenge

    Having made impressive progress in widening access to basic education, Indonesia must now consolidate these gains and develop an education system that will support better the needs of a rapidly emerging economy in its transition towards high-income status. This report provides guidance on how Indonesia can rise to this challenge. It highlights three main policy directions which, pursued together, would help Indonesia advance on the path towards stronger growth and more inclusive and sustainable development. The first priority is to raise the quality of education and ensure that all learners acquire the skills they need to succeed in life and work. The second goal is to widen participation, requiring a concerted effort to improve access for disadvantaged groups and expand provision beyond the basic level. The final challenge is to increase efficiency, with a more data-driven approach to resource allocation, better tailoring of provision to local needs, and stronger performance management.

  • 25-March-2015

    English

    Indonesia should accelerate reforms and invest in human capital to ensure sustainable and inclusive growth

    The Indonesian economy has enjoyed strong and stable growth over the past decade and a half, leading to impressive reductions in poverty and major improvements in living standards. But challenges remain to continue to converge towards higher-income countries, according to the latest OECD Economic Survey of Indonesia.

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  • 20-March-2015

    English

    ISCED 2011 Operational Manual - Guidelines for Classifying National Education Programmes and Related Qualifications

    The structure of education systems varies widely between countries. In order to produce internationally comparable education statistics and indicators, it is necessary to have a framework to collect and report data on education programmes with a similar level of educational content. UNESCO’s International Standard Classification of Education (ISCED) is the reference classification for organising education programmes and related qualifications by education levels and fields. The basic concepts and definitions of ISCED are intended to be internationally valid and comprehensive of the full range of education systems.

    ISCED 2011 is the second major revision of this classification (initially developed in the 1970s and first revised in 1997). It was adopted by the UNESCO General Conference in November 2011. Prepared jointly by the UNESCO Institute for Statistics (UIS), the OECD and Eurostat, this operational manual provides guidelines and explanatory notes for the interpretation of the revised classification, by each education level. It also includes country examples of programmes and qualifications that have been classified to ISCED 2011.

    This manual will be useful for national statisticians collecting and reporting data on education to international organisations, as well as for policymakers and researchers interested in better understanding of these data.

  • 17-March-2015

    English

    OECD Education Today Blog: Why aren’t more girls choosing maths and science at university?

    Last Saturday, 14 April, Equal Pay Day reminded the world again of the large gap between men’s and women’s wages. Eradicating unjustifiable gender inequalities in earnings seems to be very hard to accomplish.

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  • 17-March-2015

    English, PDF, 2,277kb

    Education Indicators in Focus N°30 - What are the gender differences?

    Gender differences still exist in certain fields, with more men studying science, computing and engineering, and with women dominating education and health and welfare.

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  • 16-March-2015

    English

    Teaching in Focus No. 10 - Embedding Professional Development in Schools for Teacher Success

    Teachers report participating in more non-school than school embedded professional development (i.e. professional development that is grounded in teachers daily professional practices). Participation in non-school and school embedded professional development varies greatly between countries.

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  • 16-March-2015

    English

    OECD Education Today Blog: Teachers learn better at school

    The new Teaching in Focus brief shows that professional development embedded in school life has more impact on teaching practice than non-school embedded professional development.

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  • 12-March-2015

    English

    Canada Welcomes the Teaching Profession (OECD Education Today Blog)

    by J. Alan McIsaac (Vice-Chair, Council of Ministers of Education, Canada (CMEC), Minister, Education and Early Childhood Development, Prince Edward Island)

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