The report highlights strategies from other countries that could serve as a model for England as it develops its early childhood education and care programme.
Without adequate investment in skills, people languish on the margins of society, technological progress does not translate into inclusive economic growth, and countries can no longer compete in an increasingly knowledge-based global society, said OECD Secretary-General.
Men earn more than women, work less, and occupy more of the top jobs – but women live longer, are better educated and get to retire younger. How best to harness the talents of both sexes for better lives all round?
This report maps the development of the Programme, from determining what should be measured, to defining the meaning of PIAAC’s three core domains.
Governments should invest more in disadvantaged schools and students to ensure that everyone gets a fair chance, according to a new OECD report.
This meeting will focus attention on the importance of high-quality early childhood education and care, highlight policies and practices that can enhance investment in it, and share perspectives and foster dialogue to promote understanding of the challenges.
Governments should establish quality standards and goals in early childhood education and care in order to boost child learning and development, according to a new OECD report.
29/03/2012 - Slovak Republic should help preschool teachers improve their skills, says OECD, and should encourage preschool teachers to keep improving their qualifications throughout their career and attract more young people, especially men, to the profession
This blogpost offers some projections for the future of families and calls for strengthening the links among family-relevant aspects of different policy domains, such as care for children and the elderly, labour market, education, technology and housing.
Literacy for Life is the second report from the Adult Literacy and Life Skills Survey. It presents additional results on the nature and magnitude of the literacy gaps faced by OECD countries and how these gaps have evolved over the medium term.
It offers new insights into the factors that influence the formation of adult skills in various settings – at home and at work – for the eleven countries participating in the first and last round of data collection between 2003 and 2008. The study offers comparative evidence on the impact of various factors on the supply of skill. The study offers a special focus on numeracy skills and problem solving skills. It explores the relationships between numeracy and key socio-demographic factors as well as labour market outcomes and earnings.
It highlights the importance of problem solving skills by defining this foundational skill and by exploring its determinants as well as its relative role in influencing important labour market outcomes.
The report offers also an analysis of performance across multiple skill domains. It investigates the skill profiles of various population groups defined in terms of the demographic and socioeconomic characteristics of those who score at levels deemed to be low in one or more skill domains and explores the resulting consequences.
The report concludes by investigating the issue of skill mismatch in the labour market and its relationship to adult learning. The extent and distribution of mismatch between the day-to-day literacy related requirements of workers and the literacy skills they have obtained is an important issue that is being explored in this study.